Dari - An Advanced Course - Teacher Edition - Final

Cover page
DOCUMENT RESUME
• Title: Dari: An Advanced Course
• Institution: Language Mentors International www.languagementors.com
• Sponsor Agency: The United States Department of Education International Research and
Studies Program
• Contract: P017A200043
• Language: Dari; English
• Principle Investigator: Farid Saydee, Ph.D.
• Authors: Farid Saydee, Ph.D.; Mohammad Atmar, M.A.
• Instructional Design & Online Activities: Lina Hariri, M.S.
• Internal Evaluator: Rahman Arman, M.A.; Tony Cordaro, M.A.
• External Evaluator: Christine M. Campbell, Ph.D.
• Editor: Stevie Choate, M.A.
• Publication Information: December 2023; First Edition
• Softcopies: Can be accessed via the institution’s website
• Hardcopies: Can be obtained by contacting Language Mentors International at
projects@languagementors.org . Binding and shipping fees will apply.
• Keywords: Dari Language; Dari Grammar; Dari Instructional Materials; Dari Textbook;
Teaching and Learning Dari; Foreign Language Teaching; Less Commonly Taught
Languages; Dari Elementary; Second Language Acquisition.
ACKNOWLEDGMENTS
We extend our sincere gratitude to those who contributed to the design and development of
materials for this textbook. Language Mentors International would also like to recognize the
invaluable feedback, reviews, and assistance from the following education professionals, which
was crucial in shaping this course:
• Dr. Mary Ann Lyman-Hager, San Diego State University
• Dr. Betty Lou Leaver
• Dr. Shaima Khinjani, The University of Montana
• Dr. Lamba Aziz-Hanifzai & Dr. Wali Abdul Hanifzai, Qazizada Foundation
• Breshna Aziz, San Diego State University
• Maryam Saqib, Kardan University
• Sayed Qudratullah Waizi, Kabul University
• Farah Hariri, Lebanese University
Lastly, our profound appreciation goes to the US Department of Education International Research
and Studies program for their consistent support and guidance throughout the course of this project.
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© Language Mentors International, 2023 i
PREFACE
Dari: An Advanced Course is the third installment in this series, crafted in line with the ACTFL
guidelines for the oral proficiency interview (OPI). It is intended to raise learners to an advanced
level (ILR 2) in Dari. It's expected that users of this textbook have either attained intermediate
proficiency as per ACTFL's 2021 guidelines or have completed both LMI's introductory and
intermediate Dari courses.
Historically, Dari has been underserved in terms of thorough and methodologically rigorous
resources. Addressing this gap, Language Mentors International (LMI) developed this textbook
with a primary focus on adult learners eager to immerse themselves in this intricate language.
Our objective was clear: to create a proficiency-based textbook that is both comprehensive and
structured, and that also champions innovative pedagogical methods. We aimed to do more than
improve linguistic aptitude; our vision was to instill critical and transformative thought, delivering
a holistic learning experience.
Though this textbook is primarily designed for adult learners, from intermediate (ILR 1) to
advanced (ILR 2), it is equally invaluable for educators, language institutions, and all aficionados
of the Dari language.
The creation of this book was a journey of dedication, marked by intensive discussions, debates,
and ongoing improvements. Every decision was deeply rooted in our unwavering commitment to
the Dari language and the highest standards of quality.
Grounded in respected educational frameworks like Bloom's Taxonomy and Mezirow's

transformative learning models, our methodology extends beyond teaching Dari; it focuses on
ensuring a deep, transformative grasp of the language, accentuating advanced cognitive abilities.
As we navigated this venture, our inaugural foray into language education, meticulous attention
was paid to every detail. Believing in evolution through feedback, we genuinely value your input.
Your insights will be pivotal in refining future editions of this book.
THE DARI LANGUAGE: AN OVERVIEW OF SPEAKERS, CHARACTERISTICS, AND

PEDAGOGICAL APPROACHES
The Dari language, one of the two official languages of Afghanistan alongside Pashto, is a member
of the Indo-Iranian branch of the Indo-European language family (Windfuhr, 2009). It serves as
the lingua franca and is predominantly spoken in the western, central, and northern parts of
Afghanistan. With an estimated 27 million speakers, Dari constitutes approximately half of the
Afghan population (Ethnologue, 2021).
Dari is also recognized for its historical and cultural significance as it has been the medium of
numerous literary and artistic works throughout the centuries. The classical poetry of Rumi, for
instance, originally penned in Dari, has left an indelible mark on the world of literature and
spirituality (Lewis, 2000).
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© Language Mentors International, 2023 ii
The teaching and learning of Dari have been the focus of various pedagogical research and
practices. Historically, a more traditional approach dominated the Dari language classroom, where
grammar-translation methods prevailed (Ahmad, 2016). However, the modern pedagogical
landscape witnesses a shift towards communicative language teaching and task-based approaches.
These methods prioritize interaction, the practical use of language, and cultural immersion over
rote memorization (Zafari, 2018).
Furthermore, the incorporation of technology in the Dari classroom has shown promise. E-learning
platforms, digital multimedia, and language apps have facilitated more engaging and diversified
learning experiences, accommodating various learning styles (Khalil, 2020). Despite these
advancements, challenges persist. The scarcity of comprehensive learning resources tailored for
different proficiency levels, particularly for adult learners, has been a significant concern
(Ethnologue, 2021). Addressing such challenges, however, has been a focal point for language
institutions and educators, as they seek innovative methods and materials to improve the Dari
learning experience.
In conclusion, the Dari language, with its rich history and cultural significance, offers learners a
unique linguistic journey. As pedagogical practices evolve, the potential for Dari language
acquisition continues to expand, opening doors for cultural understanding and mutual respect.
HOW TO USE THE TEXTBOOK
Designed to be user-friendly, we recommend learners progress from novice to advanced levels for
the best experience. This textbook is more than just an educational tool—it is a gateway to the rich
tapestry of Dari culture and worldview.
Maximizing Learning Experience:
This textbook is best utilized with guidance from a proficient Dari mentor. It thoughtfully
combines colloquial and formal Dari, starting each lesson with everyday vernacular before
transitioning to its formal counterpart. This dual approach illuminates the nuances of written and
spoken expressions.
Each lesson is structured to spark curiosity, beginning with essential questions. After a series of
activities, a self-assessment helps gauge your understanding.
To fully engage with the material, learners must:
• Seek external resources to enrich understanding.

• Engage deeply with the content to enhance linguistic skills and sociocultural knowledge
related to Afghanistan.
• Pay special attention to the Language and Culture Note sections, as they provide insights
into Dari language subtleties and Afghan culture.
For optimal results, learners must:

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© Language Mentors International, 2023 iii
• Follow the chapters and lessons sequentially.
• Avoid skipping sections.
• Begin with Chapter One, Lesson 1.
• Emphasize Dari reading and pronunciation, limiting dependence on transliteration.
• Consult the Language and Culture Notes sections diligently.
Lastly, the included audio files are instrumental for honing pronunciation.
ORGANIZATION OF LESSONS
1. Essential Questions:
Thought-provoking questions that set the context for the lesson, aiming to spark curiosity and
provide a thematic direction for the upcoming content.
2. Focus of the Lesson:

A brief outline highlighting the primary objectives or learning outcomes of the lesson, guiding
learners on what to expect and concentrate on.
3. Exchanges (text and audio dialogues):

Scripted dialogues portraying realistic interactions in the target language, complete with audio
recordings to assist learners in comprehending pronunciation and conversational context.
4. Language and Culture Notes:

Insights that shed light on the intricacies and nuances of the language and its cultural
background, helping learners understand the broader context of what they are studying.
5. Vocabulary Preparation (audio & transliteration):

A section dedicated to introducing new words or phrases relevant to the lesson, accompanied
by audio clips for pronunciation clarity and transliteration to aid those still getting accustomed
to the language's script.
6. Multiple Learning Activities:

A collection of diverse tasks and exercises tailored to engage learners and reinforce the lesson's
content in various ways, catering to different learning styles.
7. Direct Instruction:
Explicit explanations and teaching of specific linguistic or cultural concepts, ensuring a
comprehensive understanding of the lesson's core elements.
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© Language Mentors International, 2023 iv
8. Form-Focused Activities:
Activities specifically designed to practice and refine particular linguistic structures or forms,
such as grammar, syntax, or pronunciation.
9. Critical and Higher-Order Thinking Tasks:

Challenging exercises that push learners to engage in analysis, evaluation, or synthesis of the
lesson's content, fostering a deeper level of comprehension.
10. Theme-Related Proverb:

A traditional saying or proverb relevant to the lesson's theme, offering cultural insight and
connecting the language learning to deeper cultural values and perspectives.
11. Can-Do Statements/Self-Assessment:

Specific competencies or skills learners should have achieved by the end of the lesson. It serves
as a self-evaluation tool, helping learners assess their own understanding and progress.
12. Review of the Chapter:

A concise summary recapping the main points and takeaways from the lesson, enabling
learners to reinforce their understanding and prepare for subsequent chapters.
13. Interactive Learning:

Kotobee software provides interactivity for some of the learning activities. To access the
activities, visit our site at languagementors.org/products for detailed instructions.
This book enhances learning with interactive vocabulary preparation

using BookWidgets’ audio flashcards. Users can conveniently access
these flashcards by clicking on the BookWidgets icon located under
the dedicated “ Vocabulary Preparation” section. This feature aims to provide an engaging and
effective method for reinforcing language skills within the context of the content. It promotes an
interactive and dynamic approach to vocabulary acquisition, fostering a more immersive and
enjoyable learning experience for readers. The integration of audio flashcards offers a valuable
resource for enhancing language proficiency and retention.
NOTE TO THE INSTRUCTOR
In our pursuit of bridging the gap in quality resources for the Dari language, Language Mentors
International (LMI) presents a textbook uniquely designed for transformative learning. As you
embark on this teaching journey, here are some guidelines to help you make the most of this
resource and enhance your learners' proficiency and overall learning experience:
1. Understand the Vision: This textbook is more than a tool to improve linguistic skills; it is
a comprehensive guide to instill critical thinking and foster a genuine understanding of the
Dari language and culture. Recognize its transformative potential and communicate this
vision to your learners.
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© Language Mentors International, 2023 v
2. Diverse Audience Appeal: While this textbook caters primarily to adult learners across
proficiency stages, its pedagogical depth makes it an invaluable tool for educators. Use it
to refine your own understanding and to shape teaching strategies tailored to your students'
needs.
3. Structured Progression: Encourage learners to progress sequentially from novice to

advanced levels, ensuring foundational concepts are firmly grasped before advancing to
more complex topics.
4. Dual Linguistic Approach: Highlight the textbook's thoughtful blend of colloquial and
formal Dari. Starting lessons with everyday language before transitioning to formal Dari
showcases the richness and versatility of the language. This method also offers students a
practical and in-depth understanding of Dari as it's spoken and written.
5. Listening Activities: Ensure that when passages are read to students, both the colloquial
and formal registers of the language are presented.
6. Engagement & Curiosity: Each lesson is designed to ignite curiosity. Encourage active
participation in discussions around the essential questions at the beginning of each lesson.
This fosters engagement and ensures that learning is not passive absorption but active
exploration.
7. Comprehensive Engagement:
o Direct learners to external resources, broadening their horizon and deepening their
understanding.
o Emphasize the importance of the Language and Culture Note sections. These
insights help students appreciate the subtleties of Dari and the nuances of Afghan
culture.
o Stress the significance of following the content as structured, avoiding the urge to
skip sections or jump ahead.
8. Emphasize Authentic Pronunciation: Use the provided audio files regularly. These are
not only crucial for correct pronunciation but also for understanding the tonal and rhythmic
qualities of spoken Dari.
9. Feedback Loop: As educators, your feedback is invaluable to us. Share your experiences
and insights. Your input will be instrumental in shaping the future editions of this textbook,
ensuring it remains a dynamic and evolving resource.
10. Answer Keys: Answers are provided to all activities in purple font color.
By leveraging the full potential of this textbook and its pedagogical innovations, you can ensure
your learners don't just learn Dari—they live and breathe it. Together let us unveil the rich tapestry
of the Dari culture and language.
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© Language Mentors International, 2023 vi
Course Map
Chapter Themes Functions Structure Skills and Critical Thinking

Learning Strategies
Strategies (Language and Culture
Notes)
Chapter Lesson 1 Identify the major • Present • Thinking Discuss how diverse
One non-Pashtun ethnic subjunctive: ahead ethnicities contribute to
Afghanistan groups in necessity & • Visualizing the richness of Afghan
Ethnic Ethnic Afghanistan and responsibility ideas culture and the
Groups in Groups discuss what they • Asking challenges that might
Afghanistan have in common. questions arise due to ethnic
diversity in
Afghanistan.
Lesson 2 Identify the • Present • Listening for Demonstrate
dominant ethic subjunctive: an anecdote understanding of the
Pashtun group (the Pashtuns) desire • Understandin Pashtuns' role in
Ethnic in Afghanistan and g new words Afghanistan, the
Groups discuss the elements • Finding elements that make
that make them details them unique, and the
different from other broader implications of
ethnic groups. ethnic dominance in a
diverse nation.
IPA 1
Chapter Lesson 1 Identify and explain • Possibility & • Note-taking Delving deep into Dari
Two how Dari literary probability • Previewing literature, uncovering
Dari works reflect and • Active reading its themes, historical
Dari Literature respond to the social context, and its role in
Literature and cultural needs of shaping and reflecting
Afghans. the societal and cultural
landscapes of
Afghanistan.
Lesson 2 Identify a few • Present • Empathetic Exploring the works of
famous Dari poets subjunctive: listening renowned Dari poets,
Dari Poets and their works and permission • K-W-L chart understanding the
explain how they • Summarize nuances they bring to
reflect Afghanistan’s the main light about
complex history, points Afghanistan's intricate
culture, and society. history, culture, and
societal framework.
IPA 2
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Chapter Lesson 1 Identify and explain • Present • Listening for Examining the
Three the traditional stages subjunctive: differences traditional stages of the
Life Cycle of the Afghan life commands & • Scanning Afghan life cycle,
Life Cycle cycle, and how they purpose • Active reading contrasting them with
differ from the Western life cycle
Western life cycle. stages, and
understanding the
cultural, social, and
historical influences
that shape these stages.
Lesson 2 Identify and explain • Present • Listening for Examining Afghan
how Afghans subjective: differences perspectives on death
Death and perceive death and supposition • Activating and inheritance,
Inheritance what are some prior understanding the
beliefs and customs knowledge cultural, religious, and
surrounding it. • Retelling societal nuances that
influence beliefs,
rituals, and customs
surrounding these
concepts.
IPA 3
Chapter Lesson 1 Identify the impact • Past • Vocabulary Examining the role of
Four of Islam on Afghan subjunctive review Islam as the dominant
Islam as the culture, society, • Activating religion in Afghanistan,
Religion Dominant politics, and daily prior understanding its
Religion of life. knowledge tenets, practices, and
Afghanistan • Active reading the socio-cultural
influences that
intertwine faith and
daily life.
Lesson 2 Discuss the role of • Perfect • Brainstorming Analyzing the
religion in politics. subjective • Activating intersection of religion
The Role of prior and politics in
Religion in knowledge Afghanistan,
Politics • Active reading recognizing how Islam
has influenced political
developments,
governance, and
decision-making
processes.
IPA 4
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Chapter Lesson 1 Identify the elements • Infinitives • Activating Exploring the causes,
Five that contributed to prior key events, and
The Era of political instability knowledge ramifications of this
Afghan Instability in Afghanistan • K-W-L chart tumultuous period.
History (1960- between the years • Summarizatio
1979) 1960-1979. n exercise
(1960-1996)
Lesson 2 Analyze the impact • Participles • Activating Examining

of the Soviet-Afghan followed by prior Afghanistan's decade
The Decade War and the civil a verb knowledge marked by foreign
of war on Afghanistan's • K-W-L chart intervention,
Intervention political and social • Summarizatio particularly the Russian
and structures. n exercise invasion, and the
Insurgency subsequent rise of
(1978- insurgency.
1996)
IPA 5
Chapter Six Lesson 1 Examine how the • Review of all • Empathetic Examining the period
Taliban's regime and grammatical listening of Taliban rule and
Afghan The Taliban Afghanistan's aspects • Generating isolation in
History Rule and isolation from the questions Afghanistan, exploring
(1996-2023) Isolation world between 1996 • Extending the the ideologies, policies,
(1996- and 2001 affected text and global reactions
2001) the Afghan people • Generating that characterized this
and the nation. questions era.
• Extending the
text
Lesson 2 Analyze key events • Review of all • Empathetic Exploring
and factors that grammatical listening Afghanistan's attempts
The Era of shaped the era of aspects • Generating at democratization
Democracy democracy (2001- questions post-2001,
(2001- 2023) in • Extending the understanding the
2023) Afghanistan, and text challenges,
evaluate its impact achievements, and the
on the country's interplay of local and
political, social, and global forces in shaping
economic this era.
development.
IPA 6
© Language Mentors International, 2023 ix

TABLE OF CONTENTS
CHAPTER ONE: ETHNIC GROUPS IN AFGHANISTAN ................................................... 1

LESSON 1: AFGHANISTAN ETHNIC GROUPS ................................................................... 3
LESSON 2: PASHTUN ETHNIC GROUPS ........................................................................... 25
CHAPTER TWO: DARI LITERATURE ................................................................................ 50
LESSON 1: DARI LITERATURE ........................................................................................... 52
LESSON 2: DARI POETS ....................................................................................................... 74
CHAPTER THREE: LIFE CYCLE ....................................................................................... 102
LESSON 1: LIFE CYCLE ...................................................................................................... 104
LESSON 2: DEATH AND INHERITANCE ......................................................................... 126
CHAPTER FOUR: RELIGION .............................................................................................. 151
LESSON 1: ISLAM AS THE DOMINANT RELIGION OF AFGHANISTAN ................... 153
LESSON 2: THE ROLE OF RELIGION IN POLITICS ....................................................... 175
CHAPTER FIVE: AFGHAN HISTORY (1960-1996) .......................................................... 200
LESSON 1: THE ERA OF INSTABILITY (1960-1979)....................................................... 202
LESSON 2: THE DECADE OF INTERVENTION AND INSURGENCY (1978-1996) ..... 224
CHAPTER SIX: AFGHAN HISTORY (1996-2023) ............................................................. 252
LESSON 1: THE TALIBAN RULE AND ISOLATION (1996-2001).................................. 254
LESSON 2: THE ERA OF DEMOCRACY (2001-2023) ...................................................... 274
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CHAPTER ONE
‫ﻓﺼﻞ اول‬
ETHNIC GROUPS IN AFGHANISTAN
‫اﻗﻮام اﻓﻐﺎﻧﺴﺘﺎن‬
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© Language Mentors International, 2023 1
LEARNING OBJECTIVES
I. NCSSFL-ACTFL CAN-DO STATEMENTS PROFICIENCY BENCHMARKS (From:

ACTFL Website: NCSSFL-ACTFL CAN-DO STATEMENTS: PERFORMANCE
INDICATORS FOR LANGUAGE LEARNERS 2017)
ADVANCED PROFICIENCY BENCHMARK
A. Interpretive Mode: I can usually understand the main ideas and flow of events expressed in
various time frames in conversations and discussions.
Chapter Objectives
• Understand the main idea and identify supporting details in a complex and lengthy passage
about ethnic groups in Afghanistan.
B. Interpersonal Mode: I can participate in spontaneous spoken and written conversations on

familiar topics, using a combination of connected sentences and short paragraphs, often across
various time frames.
Chapter Objectives
• Exchange information in conversations on ethnic groups in Afghanistan that I have
researched, using connected sentences that may combine to form paragraphs and asking a
variety of questions, often across various time frames.
C. Presentational: I can communicate information, make presentations, and express my

thoughts about familiar topics, using a combination of connected sentences and short paragraphs,
often across various time frames.
Chapter Objectives
● Give detailed presentation on ethnic groups in Afghanistan that I have researched, using a
few short paragraphs, often across various time frames.
D. Intercultural:
● Investigate: In my own and other cultures, I can make comparisons between products and
practices to help me understand perspectives.
● Interact: I can interact at a functional level in some familiar context.
Chapter Objectives
● Compare products and practices in my own and other cultures concerning ethnic groups in
Afghanistan.
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LESSON 1
‫درس اول‬
AFGHANISTAN ETHNIC GROUPS
CHP 1. L 1. ESSENTIAL QUESTIONS
● What are the major ethnic groups in Afghanistan and what is their demographic
distribution?
● What do Afghan ethnic groups have in common?
Discuss the following questions with a partner. Write down the main points on a piece of paper.
● What are major ethnic groups in Afghanistan?

● What is the most dominant ethnic groups in Afghanistan?
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CHP 1. L 1. FOCUS OF THE LESSON
In this lesson, you will identify the major non-Pashtun ethnic groups in Afghanistan and discuss
what they have in common. The Pashtun ethnic group will be covered in the next lesson.
The grammatical aspect of the lesson will focus on the present subjective (necessity &
responsibility). The first part of the lesson focuses on colloquial Dari, while the second part
covers standard Dari.
* To see a detailed list of skills you will acquire, refer to the Can-Do Statements list found at the
end of lesson (CHP 1. L 1. Lesson Learning Checklist).
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‫‪AFGHANISTAN ETHNIC GROUPS‬‬
‫‪I.‬‬ ‫‪COLLOQUIAL LANGUAGE‬‬ ‫‪ .۱‬زﺑﺎن ﻋﺎﻣﯿﺎﻧﮫ‬
‫‪CHP 1. L 1. INTRODUCTION‬‬
‫‪Learning Activity 1. Listen to the following passage. As you follow along with the text, think‬‬
‫‪about some cultural practices that might be different from your culture. Circle the words/phrases‬‬
‫‪that you do not understand. The standard form of some words is provided inside the brackets.‬‬
‫‪Non-Pashtun Ethnic Groups in Afghanistan - Part I‬‬
‫اﻗﻮام ﻏﯿﺮ ﭘﺸﺘﻮن در اﻓﻐﺎﻧﺴﺘﺎن‬
‫ﻣﺮدم اﻓﻐﺎﻧﺴﺘﺎن ﺑﮫ اﻗﻮام ﻣﺨﺘﻠﻒ ﺗﻘﺴﯿﻢ ﺷﺪن )ﺷﺪه اﻧﺪ( و ھﺮ ﻗﺒﯿﻠﮫ ﻓﺮھﻨﮓ و رواج ﻣﺨﺼﻮص ﺧﻮده )ﺧﻮد را( داره )دارد(‪.‬‬
‫ﯾﮏ ﺿﺮب اﻟﻤﺜﻞ اﻓﻐﺎﻧﯽ اس )اﺳﺖ( ﮐﮫ ﻣﯿﮕﮫ )ﻣﯽ ﮔﻮﯾﺪ(‪» :‬ﭘﻨﺞ اﻧﮕﺸﺖ دﺳﺖ ﺑﺮادرن‪ ،‬اﻣﺎ ﺑﺎ ھﻢ ﻓﺮق )دارن(‪ .‬ﺳﺮوی ھﺎی‬
‫ﭘﯿﺶ )ﻗﺒﻞ( از ﺳﺎل ‪۱۹۷۹‬م ﻧﺸﺎن ﻣﯿﺘﮫ )ﻣﯿﺪھﺪ( ﮐﮫ ﺑﯿﺶ از ‪ ۲۰۰‬ﻗﻮم و ﻗﺒﯿﻠﮫ و ﺑﯿﺶ از ‪ ۳۰‬زﺑﺎن ﻣﺨﺘﻠﻒ در اﻓﻐﺎﻧﺴﺘﺎن وﺟﻮد‬
‫داره‪ .‬اﻗﻮام و ﻣﺮدم اﻓﻐﺎﻧﺴﺘﺎن در ﺳﺮاﺳﺮ ﮐﺸﻮر ﭘﺮاﮐﻨﺪه اﺳﺘﻦ )اﻧﺪ( و از ﻧﻈﺮ ﻋﻨﻌﻨﮫ‪ ،‬وﯾﮋﮔﯽ ھﺎ و زﻧﺪﮔﯽ اﺟﺘﻤﺎﻋﯽ ﺑﺎ ﯾﮑﺪﯾﮕﺮ‬
‫ﻣﺘﻔﺎوت ﻣﯽ ﺑﺎﺷﻦ‪.‬‬
‫اﻗﻮام اﺻﻠﯽ ﻏﯿﺮ ﭘﺸﺘﻮن اﻓﻐﺎﻧﺴﺘﺎن ﻋﺒﺎرت از ﺗﺎﺟﯿﮏ ھﺎ‪ ،‬ھﺰاره ھﺎ‪ ،‬ازﺑﮏ ھﺎ‪ ،‬ﺗﺮﮐﻤﻦ ھﺎ‪ ،‬ﻧﻮرﺳﺘﺎﻧﯽ ھﺎ‪ ،‬اﻋﻤﺎق ھﺎ‪ ،‬اﻓﺸﺎر ھﺎ‪،‬‬
‫ﺑﻠﻮچ ھﺎ‪ ،‬ﻗﺰﻟﺒﺎش ھﺎ وﻏﯿﺮه اﻗﻮام ﻣﯽ ﺑﺎﺷﻦ‪ .‬ده ای )در اﯾﻦ( ﺑﺨﺶ ﺗﺎﺟﯿﮏ ھﺎ و ھﺰاره ھﺎ ره )را( ﻣﻌﺮﻓﯽ ﻣﯽ ﻧﻤﺎﯾﻢ و ده )در(‬
‫ﻗﺴﻤﺖ دوم ده ﺑﺎره )درﺑﺎره( ازﺑﮏ ھﺎ و ﺗﺮﮐﻤﻦ ھﺎ ﻣﻌﻠﻮﻣﺎت اراﺋﮫ ﻣﯽ ﮐﻨﯿﻢ‪.‬‬
‫ﺗﺎﺟﯿﮏ‬
‫ﺗﺎﺟﯿﮏ ھﺎ دوﻣﯿﻦ ﮔﺮوه ﻗﻮﻣﯽ در اﻓﻐﺎﻧﺴﺘﺎن ھﺴﺘﻦ‪ .‬در ﻣﻘﺎﯾﺴﮫ ﺑﺎ ُﮐﻞ ﺟﻤﻌﯿﺖ‪ ،‬ﺗﻌﺪاد ﺷﺎن )آﻧﮭﺎ( ﺣﺪود ‪ ۱۸-۲۵‬ﻣﯿﻠﯿﻮن ﻧﻔﺮ‬
‫ﺗﺨﻤﯿﻦ زده ﻣﯿﺸﮫ )ﻣﯽ ﺷﻮد(‪ .‬زﺑﺎن ﺗﺎﺟﯿﮏ ھﺎ دری اس ﮐﮫ ﯾﮏ ﻟﮭﺠﮫ ﻓﺎرﺳﯽ ﻣﯽ ﺑﺎﺷﮫ‪ .‬ﺗﺎﺟﯿﮏ ھﺎ ﺳﻨﯽ ﻣﺬھﺐ ھﺴﺘﻦ‪ .‬ﺗﺎﺟﯿﮏ‬
‫ھﺎ ﺑﮫ ﻧﺎم ﻓﺎرﺳﯽ واﻧﺎن ﯾﺎ ﭘﺎرﺳﯽ ﺑﺎﻧﺎن ھﻢ ﯾﺎد ﻣﯽ ﺷﻮن‪ .‬ﺗﺎﺟﯿﮏ ھﺎ در ﺳﺮاﺳﺮ اﻓﻐﺎﻧﺴﺘﺎن زﻧﺪﮔﯽ ﻣﯽ ﮐﻨﻦ‪ ،‬اﻣﺎ ﺑﯿﺸﺘﺮ ﺷﺎن ﻣﻘﯿﻢ‬
‫ﮐﺎﺑﻞ اﺳﺘﻦ‪.‬‬
‫______________________________________________________________________________‬
‫‪© Language Mentors International, 2023‬‬ ‫‪5‬‬
‫ازﺑﮏ‬
‫ ﺗﻌﺪاد ﺷﺎن د اﻓﻐﺎﻧﺴﺘﺎن ﺑﮫ‬.‫ ازﺑﮑﺴﺘﺎن و دﯾﮕﺮ ﮐﺸﻮرھﺎی ھﻤﺴﺎﯾﮫ زﻧﺪﮔﯽ ﻣﯽ ﮐﻨﻦ‬،‫ازﺑﮏ ھﺎ ﻗﻮﻣﯽ ﺗُﺮک ھﺴﺘﻦ ﮐﮫ در اﻓﻐﺎﻧﺴﺘﺎن‬
.‫ ازﺑﮏ ھﺎ ﺑﻌﺪ از ﺗُﺮک ھﺎی ﺗﺮﮐﯿﮫ ﺑﺰرﮔﺘﺮﯾﻦ ﻗﻮم ﺗُﺮک در ﺧﺎرج از ﺗﺮﮐﯿﮫ ھﺴﺘﻦ‬.(‫ ﻣﯿﻠﯿﻮن ﻧﻔﺮ ﻣﯽ رﺳﮫ )رﺳﺪ‬۴ ‫ﺣﺪود‬
‫ ازﺑﮏ ھﺎ ﺳﻨﯽ‬،‫ از ﻧﻈﺮ ﻣﺬھﺒﯽ‬.‫ ﻣﯿﻠﯿﻮن ﻧﻔﺮ در ازﺑﮑﺴﺘﺎن زﻧﺪﮔﯽ ﻣﯽ ﮐﻨﻨﺪ‬۳۵ ‫ازﺑﮏ ھﺎ در آﺳﯿﺎی ﻣﺮﮐﺰی زﻧﺪﮔﯽ ﻣﯽ ﮐﻨﻦ ﮐﮫ‬
.‫ﺣﻨﻔﯽ ھﺴﺘﻦ‬
Source: Adapted from Afghanische Stämme, Stämme in Afghanistan (tolafghanistan.com)
Language and Culture Note 1.
The Tajik
Tajiks are a Persian-speaking ethnic group living primarily in

Afghanistan, Tajikistan, and Uzbekistan. Tajiks are the largest
ethnicity in Tajikistan and the second largest in Afghanistan and
Uzbekistan. They speak varieties (‫ )اﻧﻮاع‬of Persian. The dialect
spoken in Afghanistan is called Dari. While the exact number is
unknown, it is believed that Tajiks make up around 27 percent of
Afghanistan’s population ( ‫)ﻧﻔﻮس‬, making them the second largest
ethnic group in the country. Most Tajiks belong to the elite society.
Due to their high level of education, Tajiks significantly influence
(‫ ) ﻧﻔﻮذ‬the political sphere of Afghanistan.
______________________________________________________________________________
CHP 1. L 1. VOCABULARY PREPARATION
Learning Activity 2. Review the words and try to learn them. To hear the audio and for more
practice, use the flashcards activity. Remember that some words are pronounced differently
depending on whether they are used in colloquial or standard language. In cases where there is a
difference, the colloquial term is provided first, followed by the standard equivalent (bold).
English Transliteration ‫دری‬
people mardam ‫ﻣﺮدم‬ ۱
divide taqsim kardan ‫ ﺷﺪن‬/ ‫ﺗﻘﺴﯿﻢ ﮐﺮدن‬ ۲
society ajtaā' ‫اﺟﺘﻤﺎع‬ ۳
being called nāmida šadan ‫ﻧﺎﻣﯿﺪه ﺷﺪن‬ ۴
to be different faqdāštan ‫ﻓﺮق داﺷﺘﻦ‬ ۵
each part baxš baxš ‫ﺑﺨﺶ ﺑﺨﺶ‬ ۶
social life zadagi ajtamā'i ‫زﻧﺪه ﮔﯽ اﺟﺘﻤﺎﻋﯽ‬ ۷
total population kal ja'yt ‫ُﮐﻞ ﺟﻤﻌﯿﺖ‬ ۸
guessing taxmin kardan/zadan ‫ زدن‬/ ‫ﺗﺨﻤﯿﻦ ﮐﺮدن‬ ۹
accent lahja ‫ﻟﮭﺠﮫ‬ ۱۰
religion mazhab ‫ﻣﺬھﺐ‬ ۱۱
the former sābaq ‫ﺳﺎﺑﻖ‬ ۱۲
title laqab ‫ﻟﻘﺐ‬ ۱۳
resident maqim ‫ﻣﻘﯿﻢ‬ ۱۴
scattered tit/prāganda ‫ ﭘﺮاﮔﻨﺪه‬/ ‫ﺗﯿﺖ‬ ۱۵
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Listening Strategies
Thinking Ahead
Before you listen to a passage, think ahead by predicting what a speaker will say. This
approach will help you process linguistic cues and better understand the passage. Try thinking
about some questions or discussing questions about the topic with a partner. For example,
what might be some commonalities between different ethnicities in Afghanistan? What makes
them different, etc.?
Learning Activity 3. Match the meanings of the words and phrases.
people ‫ﻣﺮدم‬
main ‫ﻋﻤﺪه‬
guise ‫ﺗﺨﻤﯿﻦ‬
accent ‫ﻟﮭﺠﮫ‬
language ‫زﺑﺎن‬
religion ‫ﻣﺬھﺐ‬
Sunni ‫ﺳﻨﯽ‬
Shia ‫ﺷﻌﯿﮫ‬
resident ‫ﻣﻘﯿﻢ‬
difference ‫ اﺧﺘﻼف‬/ ‫ﻓﺮق‬
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Learning Activity 4. Define the following Dari words.
main ‫اﺻﻠﯽ‬
society ‫اﺟﺘﻤﺎع‬
title ‫ﻟﻘﺐ‬
the former ‫ﺳﺎﺑﻘﮫ‬
ethnic group ‫ﮔﺮوه ﻗﻮﻣﯽ‬
guess ‫ﺗﺨﻤﯿﻦ زدن‬
Understanding the Listening
Learning Activity 5. Listen to the same passage at the beginning of the lesson (CHP 1. L 1.
INTRODUCTION) and answer the following T/F questions. Write ‫ غ‬for false and ‫ ص‬for true
statements.
Statement True ‫ﺻﺤﯿﺢ‬

‫ﺟﻤﻠﮫ‬ / False ‫ﻏﻠﻂ‬
Afghanistan is a multiethnic country. ‫ص‬
While ethnic groups have a lot in common, each one has its own customs
‫ص‬
and traditions.
Tajik is the second largest ethnic group in Afghanistan. ‫ص‬
Tajiks constitute more than 25 percent of the population of the country. ‫ص‬
Tajiks speak the Dari language, which is another dialect of the Persian
‫ص‬
language.
In the past, Pashtuns used to call Tajiks as Farsi-Wānān/Parsi-Wān ‫ص‬
Uzbeks are the Turkic group. ‫ص‬
About 4 million Uzbeks live in Afghanistan. ‫ص‬
Uzbeks are the largest Turkic group outside Turkey. ‫ص‬
Uzbeks mostly follow the Sunni (Hanafi) sect of Islam. ‫ص‬
______________________________________________________________________________
The Uzbek
The Uzbeks are a Turkic ethnic group. They are one of the largest Turkic ethnic groups in the
Central Asian ‫ آﺳﯿﺎی ﻣﺮﮐﺰی‬region. They live mainly in Uzbekistan, but most
Uzbeks live in Afghanistan, Tajikistan, Kyrgyzstan, Kazakhstan,
Turkmenistan, Russia, and China. A pocket of them can also be found in
Turkey, Saudi Arabia, the United States, Ukraine, and other parts of the
world. Uzbeks mainly migrated ‫ ﻣﮭﺎﺟﺮ ﺷﺪن‬with a wave of Turkic invaders
and intermingled with local Iranian tribes ‫ اﻗﻮام‬over time to become the
ethnic group they are today. The Uzbeks of Afghanistan are Sunni Muslims
and fluent in the Southern Uzbek language.
Learning Activity 6. Listen to the passage “Non-Pashtun Ethnic Groups and Tribes in
Afghanistan - Part I.” Write the 2-3 facts about Tajiks and Uzbeks and also list other ethnic
groups living in Afghanistan.
______________________________________________________________________________
Learning Activity 7. Graphic Organizer
Listen to the passage again and complete the following organizational chart to show the main
idea, the supporting ideas, and examples.
Main Idea: Non-Pashtun Ethnic Groups
Narrative 1. Supporting idea: Narrative 2. Supporting idea:
Example: Example:
______________________________________________________________________________
Learning Activity 8. Work with a partner or alone. Read the passage “Non-Pashtun Ethnic
Groups and Tribes in Afghanistan - Part I” and complete the following table by writing the part
of speech.
Singular Verb Pre/

Plural Noun Pronoun Adjective
Noun (Infinitive) Postposition
CHP 1. L 1. DIRECT INSTRUCTION
Present Subjunctive: Necessity & Responsibility
The subjunctive tense is associated with elements of uncertainty, hesitation, doubt, wishes,
suggestions, commands, ambiguity, and conditions contrary to fact. These distinctive
characteristics set the subjunctive tense apart from other tenses such as the indicative or
imperative. Subjunctives play a significant role as they are used in various everyday sentence
structures, encompassing discussions on necessity and responsibility, desires, possibilities and
probabilities, permission, commands, questions, purposes, and suppositions.
Necessity & Responsibility
One way to indicate necessity or responsibility is by using the word [bāiad] "‫( "ﺑﺎﯾﺪ‬meaning
"must" or "should").
The subjunctive form of simple verbs is created by adding a [bé-] prefix to the present stem,
followed by the appropriate personal endings. For example:
‫ ﺧﺮﯾﺪن‬xaridan ‘to buy’ → present stem – ‫ﺧﺮ‬- -xar- → present subjunctive ‫ ﺑﺨﺮم‬bexaram ‘(I) buy;’
as in ‫ ﺑﺎﯾﺪ ﺑﺨﺮم‬bāyad bexaram ‘I must buy.’ See a couple of examples below. The first statement is
colloquial.
.‫دروازه ره )را( ﺑﺎﯾﺪ ﺑﺴﺘﮫ ﻣﯽ ﮐﺪم‬

I should have closed the door.
.‫دروازه را ﺑﺎﯾﺪ ﻣﯽ ﺑﺴﺘﻢ‬
.‫دروازه ره )را( ﺑﺎﯾﺪ ﺑﺴﺘﮫ ﮐﺪه ﺑﺎﺷﻢ‬
I must have closed the door.
.‫ﺑﺎﯾﺪ دروازه را ﺑﺴﺘﮫ ﺑﺎﺷﻢ‬
______________________________________________________________________________
It should be noted that the two verbs, "to be/budan" (‫ )ﺑﻮدن‬and "to have/dāštan" (‫)داﺷﺘﻦ‬, are
irregular verbs. They are commonly used in subjunctive tense.
The Verb "budan" (‫)ﺑﻮدن‬
The subjunctive form of "budan" (‫ )ﺑﻮدن‬uses the distinct verbal stem "‫( "ﺑﺎش‬bāš) and the stem is
conjugated according to the pronoun. See below:
I must/have to be there. .‫ﺑﺎﯾﺪ آﻧﺠﺎ ﺑﺎﺷﻢ‬

‫ﺑﮭﺘﺮ اﺳﺖ ﺗﻮ در ھﻤﯿﻦ اﺗﺎق ﺑﺎﺷﯽ ﺗﺎ آﻧﮭﺎ دوﺑﺎره‬
You’d better stay in this room, until they return.
.‫ﺑﺮﮔﺮدﻧﺪ‬
The Verb "dāštan" (‫)داﺷﺘﻦ‬
The subjunctive form of "dāštan" (‫ )داﺷﺘﻦ‬takes the form of "dāšta" (‫)داﺷﺘﮫ‬, which is the past
participle form of the verb "to have." The present subjunctive form of this verb is formed by
combining the stem form of the verb "budan" (‫)ﺑﻮدن‬, which is "‫( "ﺑﺎش‬bāš). The verbs are
conjugated based on the pronouns used in the sentences. See the examples below:
Her father wants to have a lot of money. .‫ﭘﺪرش ﻣﯽ ﺧﻮاھﺪ زﯾﺎد ﭘﻮل داﺷﺘﮫ ﺑﺎﺷﺪ‬
I cannot have a big house. .‫ﻣﻦ ﻧﻤﯽ ﺗﻮاﻧﻢ ﮐﮫ ﺧﺎﻧﮫ ای ﮐﻼن داﺷﺘﮫ ﺑﺎﺷﻢ‬
Learning Activity 9. Select the correct conjugation to make Present Subjunctive. Use standard
Dari.
You must read that book. (‫ )ﺧﻮاﻧﺪن‬.____________ ‫آن ﮐﺘﺎب را ﺑﺎﯾﺪ‬ ۱

I may come. (‫ )آﻣﺪن‬.____________ ‫ﻣﻦ ﺷﺎﯾﺪ‬ ۲
She may not participate in the wedding. (‫ )ﺷﺮﮐﺖ ﮐﺮدن‬.________ ‫او ﺷﺎﯾﺪ در ﻣﺤﻔﻞ‬ ۳
Eat this food! (‫ )ﺧﻮردن‬.________ ‫اﯾﻦ ﻏﺬا را‬ ۴
They must wait for me. (‫ )ﺑﻮدن‬.________ ‫آﻧﮭﺎ ﺑﺎﯾﺪ ﻣﻨﺘﻈﺮ ﻣﻦ‬ ۵
We must consider this point. (‫ )داﺷﺘﻦ‬.________ ‫ﻣﺎ ﺑﺎﯾﺪ اﯾﻦ ﻣﺴﻠﮫ را در ﻧﻈﺮ‬ ۶
Key:
۶ ۵ ۴ ۳ ۲ ۱
‫داﺷﺘﮫ ﺑﺎﺷﯿﻢ‬ ‫ﺑﻤﺎﻧﻨﺪ‬ ‫ﺑﺨﻮر‬ ‫ﺷﺮﮐﺖ ﮐﻨﺪ‬ ‫ﺑﯿﺎﯾﻢ‬ ‫ﺧﻮاﻧﺪه ﺑﺎﺷﯽ‬
______________________________________________________________________________
Learning Activity 10. Write the following sentences in Dari using the present subjunctive with
the appropriate form of the verb. Use an online Dari/Persian dictionary to look up any necessary
words.
I want to read a book. ۱
You suggest going to the cinema. ۲
He wishes to have a new car. ۳
We desire to have a day off. ۴
You recommend trying this restaurant. ۵
Learning Activity 11. Create 4-5 sentences using present subjunctive. Then, use Vocaroo |
Online voice recorder to record yourself reading the sentences. Share the link with your teacher
or classmates for feedback. Look up words you do not know using an online Dari/Persian
dictionary.
______________________________________________________________________________
AFGHANISTAN ETHNIC GROUPS
II. STANDARD LANGUAGE ‫ زﺑﺎن رﺳﻤﯽ‬.۲
• What are other major ethnic groups in Afghanistan, and what is their
demographic distribution?
Learning Activity 12. Look at the picture and answer the following questions.
• Who are non-Pashtuns tribes in Afghanistan?

• What do Afghan ethnic groups have in common?
______________________________________________________________________________
‫‪Reading Strategies‬‬
‫‪Visualizing Ideas‬‬
‫‪To better comprehend new information, it is helpful to use graphic‬‬

‫‪organizers, charts, or Venn Diagrams to see the ideas in the passage.‬‬
‫‪For instance, three-overlapping circles (Venn Diagram) will help you‬‬
‫‪to identify the similarities and differences between three ethnic‬‬
‫‪groups.‬‬
‫‪CHP 1. L 1. READING‬‬
‫‪Learning Activity 13. Read the following text and circle the words that you do not know. For‬‬
‫‪scaffolding, synonyms of some words are provided inside the brackets. You can also look up‬‬
‫‪some words using a Dari online dictionary.‬‬
‫‪Non-Pashtun Ethnic Groups in Afghanistan - Part II‬‬
‫اﻗﻮام ﻏﯿﺮ ﭘﺸﺘﻮن در اﻓﻐﺎﻧﺴﺘﺎن‬

‫ھﺰاره‬
‫ھﺰاره ھﺎ ﺑﻌﺪ از ﭘﺸﺘﻮن ھﺎ و ﺗﺎﺟﯿﮏ ھﺎ ﺳﻮﻣﯿﻦ ﻗﺒﯿﻠﮫ )ﻗﻮم( ﺑﺰرگ اﻓﻐﺎﻧﺴﺘﺎن ھﺴﺘﻨﺪ ﮐﮫ در ﻣﻨﻄﻘﮫ ﻣﺮﮐﺰی اﻓﻐﺎﻧﺴﺘﺎن ﮐﮫ ﺑﮫ ﻧﺎم‬
‫ھﺰاره ﺟﺎت ﯾﺎد ﻣﯽ ﺷﻮد زﻧﺪه ﮔﯽ ﻣﯿﮑﻨﻨﺪ‪ .‬از ﻧﮕﺎه ﻣﺬھﺐ ﺷﯿﻌﮫ ھﺴﺘﻨﺪ‪ .‬زﺑﺎن ﺷﺎن ھﺰاره ﮔﯽ اﺳﺖ ﮐﮫ ﯾﮑﯽ از ﻟﮭﺠﮫ ھﺎی زﺑﺎن‬
‫دری ﻓﺎرﺳﯽ ﻣﯽ ﺑﺎﺷﺪ‪ .‬ﻣﻨﺎطﻖ )ﻣﻨﻄﻘﮫ ھﺎ( اﺻﻠﯽ اﺳﺘﻘﺮار )زﻧﺪه ﮔﯽ( ھﺰاره ھﺎ وﻻﯾﺎت ﺑﺎﻣﯿﺎن‪ ،‬داﯾﮑﻨﺪی‪ ،‬ﻏﺰﻧﯽ و وردک در‬
‫ﻣﺮﮐﺰ اﻓﻐﺎﻧﺴﺘﺎن اﺳﺖ‪ .‬ھﺰاره ھﺎ در ﺧﺎرج از ﮐﺸﻮر ﻧﯿﺰ زﻧﺪه ﮔﯽ ﻣﯽ ﮐﻨﻨﺪ ﮐﮫ از اﯾﻦ ﺗﻌﺪاد ‪ ۱،۵‬ﻣﯿﻠﯿﻮن ﻧﻔﺮ در اﯾﺮان‪۹۰۰۰ ،‬‬
‫ﻧﻔﺮ در اﺳﺘﺮاﻟﯿﺎ و ‪ ۹۶۰۰۰۰‬ﻧﻔﺮ در ﭘﺎﮐﺴﺘﺎن زﻧﺪه ﮔﯽ ﻣﯽ ﮐﻨﻨﺪ‪ .‬ھﺰاره ھﺎ در اﻓﻐﺎﻧﺴﺘﺎن ﺑﮫ ﺧﺎطﺮ ﺳﻨﺖ ھﺎی ﻣﻨﺤﺼﺮ‬
‫)ﺧﺼﻮص( ﺑﮫ ﻓﺮد ﺑﺸﻤﻮل ادب‪ ،‬ﺗﺎرﯾﺦ ‪ ،‬ﺷﻌﺮ و ﻣﻮﺳﯿﻘﯽ ﺷﺎن ﺷﻨﺎﺧﺘﮫ ﻣﯽ ﺷﻮﻧﺪ‪ .‬اﺷﻌﺎر )ﺷﻌﺮ ھﺎ( و ﻣﻮﺳﯿﻘﯽ ھﺰاره ﮔﯽ‬
‫ﻣﻌﻤﻮﻵ ﻓﻮﻟﮑﻠﻮر اﺳﺖ ﮐﮫ ﺑﮫ ﺻﻮرت ﺷﻔﺎھﯽ )زﺑﺎﻧﯽ( از ﯾﮏ ﻧﺴﻞ ﺑﮫ ﻧﺴﻞ دﯾﮕﺮ ﻣﻨﺘﻘﻞ ﻣﯽ ﺷﻮد‪.‬‬
‫ﺗﺮﮐﻤﻦ‬
‫ﺗﺮﮐﻤﻦ ھﺎ ﻗﻮﻣﯽ ﺗُﺮک ھﺴﺘﻨﺪ ﮐﮫ در آﺳﯿﺎی ﻣﺮﮐﺰی زﻧﺪﮔﯽ ﻣﯽ ﮐﻨﻨﺪ‪ .‬ﺗﺮﮐﻤﻦ ھﺎ در ﺷﮭﺮھﺎ ﺧﺎﻧﮫ دارﻧﺪ و در ﺑﯿﺎﺑﺎن ھﺎ )دﺷﺖ‬
‫ھﺎ( ﺑﺸﮑﻞ ﮐﻮﭼﯽ زﻧﺪﮔﯽ ﻣﯽ ﮐﻨﻨﺪ‪ .‬ﺗﺮﮐﻤﻦ ھﺎی اﻓﻐﺎﻧﺴﺘﺎن ﯾﮑﯽ از اﻗﻮام ﺗُﺮک آﺳﯿﺎی ﻣﺮﮐﺰی ھﺴﺘﻨﺪ ﮐﮫ در دھﮫ ھﺎی ‪ ۱۹۲۰‬و‬
‫‪ ۱۹۳۰‬ﺑﺮای ﻓﺮار از ظﻠﻢ اﺗﺤﺎد ﺟﻤﺎھﯿﺮ ﺷﻮروی ﺑﮫ دﻟﯿﻞ ﺷﺮﮐﺖ در ﻗﯿﺎم ﻧﺎﻓﺮﺟﺎم ﺑﺎﺳﻤﭽﯽ ﺑﮫ ﻋﻨﻮان )ﺑﮫ ﺷﮑﻞ( ﭘﻨﺎھﻨﺪه‬
‫)ﻣﮭﺎﺟﺮ( ﺑﮫ ھﻤﺮاه ھﺰاران ازﺑﮏ ﺑﮫ اﻓﻐﺎﻧﺴﺘﺎن آﻣﺪﻧﺪ‪ .‬ﺟﻤﻌﯿﺖ )ﻧﻔﻮس( ﺗﺮﮐﻤﻦ ھﺎ در اﻓﻐﺎﻧﺴﺘﺎن ﺗﻘﺮﯾﺒﺎ ً ‪ ۲۰۰‬ھﺰار ﻧﻔﺮ اﺳﺖ ﮐﮫ‬
‫ﺑﯿﺸﺘﺮ آﻧﮭﺎ در ﻓﺎرﯾﺎب‪ ،‬ﺑﻐﻼن‪ ،‬ﺟﻮزﺟﺎن و ﺳﺎﯾﺮ وﻻﯾﺎت ﺷﻤﺎل اﻓﻐﺎﻧﺴﺘﺎن زﻧﺪﮔﯽ ﻣﯽ ﮐﻨﻨﺪ‪ .‬از ﻧﻈﺮ ﻣﺬھﺒﯽ اﮐﺜﺮﯾﺖ )زﯾﺎﺗﺮ(‬
‫ﺗﺮﮐﻤﻦ ھﺎ ﺳﻨﯽ ھﺴﺘﻨﺪ‪ .‬اﻣﺎ ﺗﺮﮐﻤﻦ ھﺎی ﺷﯿﻌﮫ ھﻢ وﺟﻮد دارﻧﺪ‪ .‬ﺗﺮﮐﻤﻦ ھﺎ ﺑﮫ زﺑﺎن ﺗﺮﮐﯽ ﺗﺮﮐﻤﻨﯽ ﺻﺤﺒﺖ ﻣﯽ ﮐﻨﻨﺪ‪ .‬ﺑﺴﯿﺎری از‬
‫ﺗﺮﮐﻤﻦ ھﺎی اﻓﻐﺎﻧﺴﺘﺎن ﺑﮫ زﺑﺎن دری ﻧﯿﺰ ﮔﭗ ﻣﯽ زﻧﻨﺪ‪ .‬اﻣﺮوز ﺗﺮﮐﻤﻦ ھﺎ در اﻓﻐﺎﻧﺴﺘﺎن ﮐﺸﺎورز )دھﻘﺎن ‪ /‬ﺑﺰﮔﺮ( و ﻣﺎﻟﺪار‬
‫ھﺴﺘﻨﺪ و ﻧﻘﺶ )رول( ﻣﮭﻤﯽ در اﻗﺘﺼﺎد ﮐﺸﻮر ﺑﺎزی ﻣﯽ ﮐﻨﻨﺪ )دارﻧﺪ(‪.‬‬
‫)‪Source: Adapted from Afghanische Stämme, Stämme in Afghanistan (tolafghanistan.com‬‬
‫______________________________________________________________________________‬
CHP 1. L 1. AFTER READING
Reading Strategies
Asking Questions
Have some questions in mind. As soon as you complete the reading, reflect to ensure the
reading has answered your questions. For example, you may have questions about the origin of
Hazaras and Turkmen, or you want to know their language and where they live. Now reflect to
ensure you have the answers to those questions.
Understanding the Reading
Learning Activity 14. Check your understanding of the reading by choosing whether the
following statements are true/‫ )ص( ﺻﺤﯿﺢ‬or false/‫)غ( ﻏﻠﻂ‬. You can look up words using an online
dictionary. According to the passage:

1. The Hazara ethnic group is the third largest ethnicity in Afghanistan. ‫ص‬
2. Hazaras mostly live in central Afghanistan. ‫ص‬
3. Hazaras are mostly followers of the Shiite sect of Islam. ‫ص‬
Hazaras have rich poetry and folk culture that are passed to future
4. ‫ص‬
generations verbally.
5. Turkmens are an ethnic group that mostly lives in northern Afghanistan. ‫ص‬
Most Turkmen, along with Uzbeks, settled in Afghanistan to escape
6. ‫ص‬
repression by the Soviet Union in the early 1900s.
7. About two hundred thousand Turkmen live in Afghanistan. ‫ص‬
8. Turkmens mostly follow the Sunni sect of Islam. ‫ص‬
9. Turkmen are primarily involved in the business industry in Afghanistan. ‫غ‬
10. Turkmen in Afghanistan speak only the Turkmen language. ‫غ‬
______________________________________________________________________________
Learning Activity 15. Work with a partner or alone. Read the article “Non-Pashtun Ethnic
Groups and Tribes in Afghanistan - Part II” and complete the following table by writing the part
of speech.
Singular Verb Pre/

Learning Activity 16. Check Your Understanding
Work with a partner or alone and write in Dari a few essential facts related to “Non-Pashtun
Ethnic Groups and Tribes in Afghanistan – Part I & Part II” using your own words.
______________________________________________________________________________
Learning Activity 17. Building Vocabulary
Work with a partner or alone. Fill in the blanks using the words from the box. Each word is used
once. Make sure to use the correct form of the words (i.e., verb, form, singular/plural form of
nouns, etc.).
‫ﺗﺮﮐﻤﻨﯽ‬ ‫ﺳﻮﻣﯿﻦ‬ ‫ﺗﺮﮐﻤﻦ ھﺎ‬ ‫ھﺰاره ﮔﯽ‬ ‫ﺷﻌﯿﮫ‬
.‫ اﮐﺜﺮﯾﺖ ___________ ھﺎ در آﺳﯿﺎی ﻣﺮﮐﺰی زﻧﺪه ﮔﯽ ﻣﯽ ﮐﻨﻨﺪ‬۱
.‫ ﺗﻘﺮﯾﺒﺎ ﺗﻤﺎم ھﺰاره ھﺎ __________ ﻣﺬھﺐ اﺳﺘﻨﺪ‬۲
.‫ ھﺰاره ھﺎ ﺑﮫ ﻟﮭﺠﮫ _________ ﮔﭗ ﻣﯽ زﻧﻨﺪ‬۳
.‫ ھﺰاره ھﺎ در اﻓﻐﺎﻧﺴﺘﺎن ________ ﻗﻮم ﺑﺰرگ اﺳﺘﻨﺪ‬۴
.‫ اﻣﺎ آﻧﮭﺎ دری ھﻢ ﻣﯽ ﻓﮭﻤﻨﺪ‬،‫ زﺑﺎن اﺻﻠﯽ ﺗﺮﮐﻤﻦ ھﺎ __________ اﺳﺖ‬۵
Key:
۵ ۴ ۳ ۲ ۱
‫ﺗﺮﮐﻤﻨﯽ‬ ‫ﺳﻮﻣﯿﻦ‬ ‫ھﺰاره ﮔﯽ‬ ‫ﺷﻌﯿﮫ‬ ‫ﺗﺮﮐﻤﻦ ھﺎ‬
______________________________________________________________________________
The Hazaras
Hazaras are predominantly ‫ ﺑﮫ ﺷﮑﻞ ﻋﻤﺪه‬Shia Muslims and have a distinct ‫ ﺟﺪا ﮔﺎﻧﮫ‬cultural
identity that sets them apart from other ethnic groups in the country.
One of the most striking features of Hazara culture is their unique style of clothing, which is
heavily influenced by Central Asian and Persian styles. Hazara men often wear long tunics and
turbans ‫ ﻟﻨﮕﯽ‬, while women wear colorful ‫ رﻧﮕﺎرﻧﮓ‬dresses ‫ ﻟﺒﺎس‬and headscarves adorned with
intricate embroidery ‫ دوﺧﺘﻦ‬and beading.
Music and dance are also essential aspects of Hazara culture, with traditional instruments such
as the dambura and tabla being used in performances. Folk songs are a popular form of
expression and are often used to tell stories about Hazara history and their struggles.
The Hazara people have faced a long history of

persecution (‫ ) آزار و اذﯾﺖ‬and discrimination in
Afghanistan, and as a result, they have developed a
strong sense of community and solidarity (‫) ھﻤﺒﺴﺘﮕﯽ‬.
Family and social bonds are highly valued, and
hospitality is considered an important cultural norm.
Despite facing ongoing challenges, the Hazara people

have maintained their unique cultural identity and
continue to contribute to the rich tapestry of Afghan society.
CHP 1. L 1. APPLYING KNOWLEDGE
Learning Activity 18. Refer to the “Non-Pashtun Ethnic Groups and Tribes in Afghanistan –
Part I & Part II” passages. Work with a partner or alone. Write a short email in Dari to a friend
and tell them 2-3 important facts about each major ethnic group. Also, mention if anything in the
passage has surprised you. Use an online Dari/Persian dictionary to look up some words.
______________________________________________________________________________
CHP 1. L 1. ANALYZING
Comparing Cultural Perspectives
Learning Activity 19. Compare the cultural practices of non-Pashtun tribes in Afghanistan to
those of your community. What similarities and differences do you notice? Write your findings
in Dari.
CHP 1. L 1. EVALUATING
Learning Activity 20. Work with a partner or alone. Discuss common characteristics of ethnic
groups in Afghanistan and what makes them different. Make sure to look up some information
online to enhance your knowledge.
______________________________________________________________________________
CHP 1. L 1. CRITICAL THINKING
Learning Activity 21. Research on the internet or brainstorm with your partner. Discus how
diverse ethnicities contribute to the richness of Afghan culture and the challenges that might
arise due to ethnic diversity in Afghanistan. Write your findings in Dari.
The Turkmen
The Turkmen ethnic group is one of the smaller minority ‫ اﻗﻠﯿﺖ‬groups in

Afghanistan, comprising approximately ‫ ﺗﻘﺮﯾﺒﺂ‬3-4% of the population. They
are primarily Sunni Muslims and have a rich cultural heritage that is
closely tied to their nomadic way of life.
Traditionally, Turkmen men wear distinctive woolen ‫ ﭘﺸﻤﯽ‬hats ‫ ﮐﻼ‬and

long, flowing robes ‫ﭼﭙﻦ‬, while women wear brightly colored dresses and
headscarves. Turkmen crafts, such as weaving and carpet making, are
renowned for their intricate designs and high quality.
The Turkmen people have a strong tradition of hospitality and social organization, with
extended family networks and tribal affiliations ‫ واﺑﺴﺘﮕﯽ ھﺎ‬playing a key role in their daily
lives. They have a rich oral history and storytelling tradition, with epic poems and songs
passed down through generations.
______________________________________________________________________________
CHP 1. L 1. CREATING
Learning Activity 22. Based on what you have learned and acquired so far, create an
informational sheet, supported by images. Describe the main non-Pashtun ethnic groups in
Afghanistan and explain how they influence the political life in the country.
Learning Activity 23. Read the proverb. Work with a partner or alone and think about a proverb
in your native language that may have a similar meaning. Write it down in the space below.
‫ﻣﺘﻞ دری‬
DARI PROVERB
.‫ ﺑﺮاﺑﺮ ﻧﯿﺴﺘﻨﺪ‬،‫ﭘﻨﺞ اﻧﮕﺸﺖ ﺑﺎھﻢ ﺑﺮادرﻧﺪ‬
Transliteration: panj angašt bāham br ādarand,bar ābar nestand.
Literal: The five fingers are brothers, but they are not equal.
Meaning: The proverb can be interpreted to emphasize the importance of recognizing and
appreciating individual differences and diversity. It suggests that equality should not be
understood as everyone being the same, but rather as acknowledging and valuing the
distinctiveness and contributions of each person.
______________________________________________________________________________
CHP 1. L 1. LESSON LEARNING CHECKLIST
Check off the skills you have acquired and consider how you can continue to work on the skills
that are not yet acquired.
Can-Do Statement Achieved
1. I can identify the main non-Pashtun ethnic groups.

I can explain who non-Pashtuns are and how they influence political life in
2.
Afghanistan.
I can discuss how belonging to an ethnic group forms non-Pashtun
3.
perceptions, behaviors, and social interactions.
I can discuss and provide information about what Afghan ethnic groups
4.
have in common and how they are different.
5. I can read an authentic Dari text and retell its main idea.
6. I can say a Dari proverb and explain the context in which it is used.
______________________________________________________________________________
LESSON 2
‫درس دوم‬
PASHTUN ETHNIC GROUPS
‫ﭘﺸﺘﻮن ھﺎ‬
● Who are Pashtuns, and how do they influence the political life in Afghanistan?
● What are the main ethnic groups in Afghanistan?

● What is the most dominant ethic groups in Afghanistan?
______________________________________________________________________________
In this lesson, you will identify the most dominant ethnic group (the Pashtuns) in Afghanistan
and discuss the elements that make them different from other ethnic groups. The grammatical
aspect of the lesson will focus on the present subjective (desire). The first part of the lesson
focuses on colloquial Dari, while the second part covers standard Dari.
______________________________________________________________________________
‫‪PASHTUN ETHNIC GROUPS‬‬
‫‪Learning Activity 1. Listen to the following passage. As you follow along with the text, think‬‬
‫‪about some cultural practices that might be different from your culture. Circle the words/phrases‬‬
‫‪that you do not understand. The standard form of some words is provided inside the brackets.‬‬
‫‪The Pashtuns‬‬
‫ﭘﺸﺘﻮنھﺎ ﯾﮑﯽ از ﮐﻼﻧﺘﺮﯾﻦ )ﺑﺰرﮔﺘﺮﯾﻦ( ﮔﺮوه ﻗﻮﻣﯽ در اﻓﻐﺎﻧﺴﺘﺎن اﺳﺘﻦ )اﻧﺪ( ﮐﮫ زﯾﺎدﺗﺮ )ﺑﯿﺸﺘﺮ( ده ﻗﺴﻤﺖ ھﺎی )در ﻧﻮاﺣﯽ(‬
‫ﺷﺮﻗﯽ و ﺟﻨﻮﺑﯽ ﮐﺸﻮر زﻧﺪه ﮔﯽ ﻣﯽ ﮐﻨﻦ )اﻗﺎﻣﺖ دارﻧﺪ( اﻣﺎ ﺑﮫ طﻮر ﭘﺮاﮔﻨﺪه در ﺗﻤﺎم اﻓﻐﺎﻧﺴﺘﺎن زﻧﺪﮔﯽ ﻣﯽﮐﻨﻦ‪ .‬ﭘﺸﺘﻮن ھﺎی‬
‫اﻓﻐﺎﻧﺴﺘﺎن ﻣﺴﻠﻤﺎن‪ ،‬ﺑﯿﺸﺘﺮ ﭘﯿﺮو ﻣﺬھﺐ ﺳﻨﯽ ﺣﻨﻔﯽ و اﻗﻠﯿﺘﯽ ﺧﻮرد )ﮐﻮﭼﮏ( ﺷﺎن )آﻧﺎن( ﺷﯿﻌﮫ ھﺴﺘﻦ‪.‬‬
‫ﭘﺸﺘﻮنھﺎ ﺑﮫ زﺑﺎن ﭘﺸﺘﻮ ﮐﮫ از ﺷﺎﺧﮫ زﺑﺎنھﺎی آرﯾﺎﯾﯽ اس ﮔﭗ ﻣﯽ زﻧﻦ )ﺻﺤﺒﺖ ﻣﯽﮐﻨﻨﺪ(‪ .‬زﺑﺎن ﭘﺸﺘﻮ در اﻓﻐﺎﻧﺴﺘﺎن‪ ،‬ﻗﺴﻤﺖ‬
‫ﺷﻤﺎل ﻏﺮﺑﯽ ﭘﺎﮐﺴﺘﺎن وھﻤﭽﻨﺎن در ﻣﻨﺎطﻘﯽ از ھﻨﺪ ﮐﮫ ﭘﺸﺘﻮنھﺎ ﺣﻀﻮر)وﺟﻮد( دارﻧﺪ ﻣﻌﻤﻮل اس‪ .‬ﺗﻌﺪاد ﮐﻤﯽ )ﻣﺤﺪودی( از‬
‫ﭘﺸﺘﻮ زﺑﺎﻧﺎن در ﭼﯿﺘﺮال و ﮐﺸﻤﯿﺮ ﻧﯿﺰ وﺟﻮد دارﻧﺪ‪.‬‬
‫ﭘﺸﺘﻮﻧﻮاﻟﯽ‪ ،‬روش و رﻓﺘﺎر ﻧﺎﻧﻮﺷﺘﮫ )طﺮز زﻧﺪه ﮔﯽ(‪ ،‬ﺑﺮ ﺳﺎﺧﺘﺎر اﺟﺘﻤﺎﻋﯽ و اﺧﻼﻗﯽ آﻧﮭﺎ ﺣﺎﮐﻢ اس و اﺻﻮل ﺷﺮاﻓﺖ‪ ،‬ﻣﮭﻤﺎن‬
‫ﻧﻮازی‪ ،‬ﺷﺠﺎﻋﺖ ﺳﺘﻮن ﻓﻘﺮات ﭘﺸﺘﻮﻧﻮاﻟﯽ و ﺟﺎﻣﻌﮫ ﭘﺸﺘﻮن را ﻣﯽ ﺳﺎزه )ﺗﺸﮑﯿﻞ ﻣﯽ دھﺪ(‪ .‬ﮐﻮد ﭘﺸﺘﻮﻧﻮاﻟﯽ ﻋﺪاﻟﺖ را درﺑﺮ‬
‫ﮔﺮﻓﺘﮫ و ﺑﺮﺧﻮرد و ﺗﻌﺎﻣﻼت )ﮐﺮدار و رﻓﺘﺎر( ﭘﺸﺘﻮن ھﺎ را ھﺪاﯾﺖ ﻣﯽ ﮐﻨﮫ‪ .‬ﭘﺸﺘﻮن ھﺎ اﺧﺘﻼﻓﺎت ﺧﻮده )ﺧﻮد را( از طﺮﯾﻖ‬
‫______________________________________________________________________________‬
‫ ﻣﮭﻤﺎﻧﻮازی ھﻢ از ﮐﻮد ھﺎی ﻣﺸﮭﻮر ﭘﺸﺘﻮﻧﻮاﻟﯽ اس ﮐﮫ ﺷﮭﺮت‬.‫ﺷﻮرا ﯾﺎ ﺟﺮﮔﮫ ﮐﮫ ﯾﮑﯽ از ﮐﻮد ھﺎی ﭘﺸﺘﻮﻧﻮاﻟﯽ اس ﺣﻞ ﻣﯽ ﮐﻨﻦ‬
.‫ﺟﮭﺎﻧﯽ داره‬
.
‫ﭘﺸﺘﻮنھﺎ ﺑﯿﺸﺘﺮ از ﻟﺒﺎﺳﯽ ﮐﮫ ﺑﮫ آن د اﻓﻐﺎﻧﺴﺘﺎن »ﭘﯿﺮاھﻦ و ﺗﻤﺒﺎن« ﻣﯽ ﮔﻦ )ﻣﯽﮔﻮﯾﻨﺪ( ﺑﮫ اﺳﺘﻔﺎده ﻣﯽﮐﻨﻦ و ﻣﻌﻤﻮﻵ ﻟﻨﮕﯽ ﯾﺎ‬
.‫دﺳﺘﺎر ﺑﺴﺮ ﻣﯽ ﮐﻨﻨﺪ‬
The People
Afghanistan is a country of predominately (‫ ) ﺑﺼﻮرت اﺳﺎﺳﯽ‬Muslim, Indo-European speakers of

Caucasoid race, with distinctive (‫ )ﺧﺎص‬tribal and ethnic clothing, language, and other cultural
practices.
Afghanistan is not a self-contained ethnic (‫ )ﻗﻮم‬unit, and its

national culture is not uniform. Few of its ethnic groups are
indigenous (‫)ﻣﺤﻠﯽ‬. All Pashtuns, for example, are not Afghan
citizens. A considerable number of Pashtuns live in the
Khyber Pakhtunkhwa province of Pakistan. Tajik, Uzbek,
Turkoman, and Kirghiz have their own republics in Central
Asia. Most residents of the western part of Afghanistan are
an extension of the Iranian Plateau, who are simply Persian-
speaking Farsi-wan farmers. Baloch people live in the
southwestern corner of Afghanistan, northwestern Pakistan,
and southeastern Iran.
______________________________________________________________________________
depending on whether they are used in colloquial and standard language. In cases where there is
a difference, the colloquial term is provided first, followed by the standard equivalent (bold).
ethnic group groh qawmi ‫ﮔﺮوه ﻗﻮﻣﯽ‬ ۱
eastern and southern nawāhi šarqi wa

‫ﻧﻮاﺣﯽ ﺷﺮﻗﯽ و ﺟﻨﻮﺑﯽ‬ ۲
region janobi
Sunni Hanafi religion mazhab sani hanafi ‫ﻣﺬھﺐ ﺳﻨﯽ ﺣﻨﻔﯽ‬ ۳
Aryans āryāihā ‫آرﯾﺎﯾﯽ ھﺎ‬ ۴
scattered prāganda ‫ﭘﺮاﮔﻨﺪه‬ ۵
minority aqalgyat ‫اﻗﻠﯿﺖ‬ ۶
to be present hazur dāštan ‫ﺣﻀﻮر داﺷﺘﻦ‬ ۷
Pashtunwali paštunwali ‫ﭘﺸﺘﻮﻧﻮاﻟﯽ‬ ۸
method and behavior rawaš wa raftār ‫روش و رﻓﺘﺎر‬ ۹
differences axtalāfāt ‫اﺧﺘﻼﻓﺎت‬ ۱۰
justice 'adālat ‫ﻋﺪاﻟﺖ‬ ۱۱
hospitality mehmānawāzi ‫ﻣﮭﻤﺎﻧﻮازی‬ ۱۲
solve hal kardan ‫ﺣﻞ ﮐﺮدن‬ ۱۳
to lead hedāyat kardan ‫ﺷﺪن‬/‫ھﺪاﯾﺖ ﮐﺮدن‬ ۱۴
shirt and shalwar perāhan wa tanbān ‫ ﭘﯿﺮاھﻦ و ﺗﻨﺒﺎن‬/ ‫ﭘﯿﺮان و ﺗﻨﺒﺎن‬ ۱۵
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Listening for an Anecdote
An Anecdote is a short story that explains and supports the speaker’s point or the main idea of
a discussion. It can start in many ways. In the passage about The Pashtuns, the anecdote
begins with Pashtuns in the Pashto language, which is from the branch …
... ‫ﭘﺸﺘﻮنھﺎ ﺑﮫ زﺑﺎن ﭘﺸﺘﻮ ﮐﮫ از ﺷﺎﺧﮫ‬
Listen to the story and pay attention to the details that support the main idea.
tribe ‫ﻗﻮم‬
eastern zone ‫ﻧﻮاﺣﯽ ﺷﺮﻗﯽ‬
being focused ‫ﻣﺘﻤﺮﮐﺰ ﺑﻮدن‬
Durrani ‫دراﻧﯽ‬
history ‫ﺗﺎرﯾﺦ‬
Pashtunwali ‫ﭘﺸﺘﻮﻧﻮاﻟﯽ‬
hospitality ‫ﻣﮭﻤﺎﻧﻮازی‬
method and behavior ‫روش و رﻓﺘﺎر‬
society ‫ﺟﺎﻣﻌﮫ‬
turban ‫ﻟﻨﮕﯽ‬
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Learning Activity 4. Define the following Dari words.
unwritten ‫ﻧﺎ ﻧﻮﺷﺘﮫ‬
collision ‫ﺑﺮﺧﻮرد‬
interactions ‫ﺗﻌﺎﻣﻼت‬
global reputation ‫ﺷﮭﺮت ﺟﮭﺎﻧﯽ‬
turban ‫ دﺳﺘﺎر‬/ ‫ﻟﻨﮕﯽ‬
remember ‫ﯾﺎد ﺷﺪن‬
statements.

Pashtuns are one of the largest ethnic groups in Afghanistan. ‫ص‬

Pashtuns are mostly concentrated in the eastern and southern regions of
‫ص‬
Afghanistan.
Pashtuns live scattered throughout Afghanistan. ‫ص‬
The majority of Pashtuns in Afghanistan follow the Sunni Hanafi religion. ‫ص‬
A small minority of Pashtuns in Afghanistan are Shia. ‫ص‬
Pashto is a branch of Aryan languages. ‫ص‬

Pashto is commonly spoken in Afghanistan, northwestern Pakistan, and parts
‫ص‬
of India.
There are a limited number of Pashto speakers in Chitral and Kashmir. ‫ص‬
Pashtun culture embraces principles of decency, hospitality, and courage. ‫ص‬
Mehmanawazi is a famous aspect of Pashtunwali that has worldwide fame. ‫ص‬
______________________________________________________________________________
Ethnic Groups
Three physical types ‫ اﻗﺴﺎم‬/ ‫ اﻧﻮاع‬are present in Afghanistan: Caucasoid (mainly Pashtun, Tajik,
Baluch, Nuristani), Mongoloid (mainly Hazara, Aimaq, Turkoman, Uzbek, Kirghiz), and
modified Australoid (Brahui). Most Dravidian-speakers live south of the Narbada River in
India. There are believes that the Brahui come and go to Pakistan and southwester
Afghanistan. They may have stayed behind when the Indo-Europeans invaded ‫ ﺗﺠﺎوز ﮐﺮدن‬in the
second millennium B.C. Many of them work today as farmers in southwestern Afghanistan.
Source: Afghanistan by L. Dupree (1980)
Learning Activity 6. Listen to the passage on Pashtun ethnic groups. Write the 2-3 facts about
them.
______________________________________________________________________________
Listen to the passage again and complete the following organizational chart to show the main
idea, the supporting ideas, and examples.
Main Idea: The Pashtuns
Example: Example:
Governance in Trible System
Tribal communities ‫ ﺟﻮاﻣﻊ ﻗﺒﯿﻠﻮی‬do not have governing institutions in the same way nations or
states have them, nor do they want them. Tribal communities often have informal systems to
deal with the fundamental ‫ ﺑﻨﯿﺎدی‬realities of life, such as managing resources ‫ﻣﻨﺎﺑﻊ‬, conflicts, etc.
In Afghanistan, “tribes” do not function as unified groups. Generally, tribes in Afghanistan are
not hierarchical ‫ﺑﮫ اﺳﺎس رﺗﺒﮫ‬, meaning there is no “chief” or identified leader with whom to
negotiate and hold accountable. To better understand how tribes in Afghanistan function, one
must look at local groups and their conflicts.
______________________________________________________________________________
Learning Activity 8. Work with a partner or alone. Read the passage “The Pashtuns” and
complete the following table by writing the part of speech.
Singular Verb Pre/

Present Subjunctive: Desire
• The Verb ‫[ ﺧﻮاﺳﺘﻦ‬xāstan]
The most natural approach to discussing desires is to use the verb "xāstan" (‫)ﺧﻮاﺳﺘﻦ‬, followed by
a "ke" (‫ )ﮐﮫ‬clause that contains a verb in the subjunctive mood - the prefix "ba" (‫ )ﺑﮫ‬is added to
the present stem of the main verb, and it is conjugated based on the corresponding pronoun. In
colloquial Dari, native speakers often drop "ke" (‫ )ﮐﮫ‬and "ba" (‫)ﺑﮫ‬. See the examples below:
English Dari
Standard Colloquial
I want to go to Kabul. .‫ﻣﻦ ﻣﯽ ﺧﻮاھﻢ ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوم‬ .‫ﻣﮫ ﻣﯽ ﺧﺎﯾﻢ ﮐﺎﺑﻞ ﺑﺮم‬
We want to go to Kabul. .‫ﻣﺎ ﻣﯿﺨﻮاھﯿﻢ ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوﯾﻢ‬ .‫ﻣﺎ ﻣﯽ ﺧﺎﯾﻢ ﮐﺎﺑﻞ ﺑﺮﯾﻢ‬
You [singular] want to go to Kabul. .‫ﺗﻮ ﻣﯽ ﺧﻮاھﯽ ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوی‬ .‫ﺗﻮ ﻣﯽ ﺧﺎﯾﯽ ﮐﺎﺑﻞ ﺑﺮوی‬
You [plural] want to go to Kabul. .‫ﺷﻤﺎ ﻣﯿﺨﻮاھﯿﺪ ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوﯾﺪ‬ .‫ﺷﻤﺎ ﻣﯽ ﺧﺎﯾﻦ ﮐﺎﺑﻞ ﺑﺮﯾﻦ‬
S/he wants to go to Kabul. .‫او ﻣﯽ ﺧﻮاھﺪ ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮود‬ .‫او ﻣﯽ ﺧﺎﯾﮫ ﮐﺎﺑﻞ ﺑﺮه‬
They want to go to Kabul. .‫آﻧﮭﺎ ﻣﯽ ﺧﻮاھﻨﺪ ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوﻧﺪ‬ .‫واه ﻣﯽ ﺧﺎﯾﻦ ﮐﺎﺑﻞ ﺑﺮن‬
______________________________________________________________________________
• The Phrase ‫[ ﮐﺎش ﮐﮫ‬kāsh ki]
Desire can also be expressed by employing the phrase "kāsh ki" (‫ﮐﺎش ﮐﮫ‬/‫)ﮐﺎﺷﮑﯽ‬, meaning "would
that.../wish…". The same structure as explained above is applicable in this case as well. Here are
some examples:
English Dari
Standard Colloquial
I wish I could go to Kabul. .‫ﻣﻦ ﮐﺎﺷﮑﯽ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوم‬ .‫ﻣﮫ ﮐﺎﺷﮑﯽ ﮐﺎﺑﻞ ﺑﺮم‬
We wish we could go to Kabul. .‫ﻣﺎ ﮐﺎﺷﮑﯽ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوﯾﻢ‬ .‫ﻣﺎ ﮐﺎﺷﮑﯽ ﮐﺎﺑﻞ ﺑﺮﯾﻢ‬
You [singular] wish you could go to Kabul. .‫ﺗﻮ ﮐﺎﺷﮑﯽ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوی‬ .‫ﺗﻮ ﮐﺎﺷﮑﯽ ﮐﺎﺑﻞ ﺑﺮوی‬
You [plural] wish you could you go to Kabul. .‫ﺷﻤﺎ ﮐﺎﺷﮑﯽ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوﯾﺪ‬ .‫ﺷﻤﺎ ﮐﺎﺷﮑﯽ ﮐﺎﺑﻞ ﺑﺮﯾﻦ‬
S/he wished s/he could go to Kabul. .‫او ﮐﺎﺷﮑﯽ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮود‬ .‫او ﮐﺎﺷﮑﯽ ﮐﺎﺑﻞ ﺑﺮه‬
They wish they could they to go to Kabul. .‫آﻧﮭﺎ ﮐﺎﺷﮑﯽ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوﻧﺪ‬ .‫واه ﮐﺎﺷﮑﯽ ﮐﺎﺑﻞ ﺑﺮن‬
• The Phrase ‫[ ﺧﺪا ﮐﻨﺪ‬xudā kunad ki]
Desire can also be expressed by employing the phrase "xudā kunad ki" (‫)ﺧﺪا ﮐﻨﺪ‬, meaning "may
God [help]/wish". The same structure as explained above is applicable in this case as well.
However, this phrase is placed at the beginning of the sentences. Here are some examples:
English Dari
Standard Colloquial
[May God help] I would go to Kabul. .‫ﺧﺪا ﮐﻨﺪ ﮐﮫ ﻣﻦ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوم‬ .‫ﺧﺪا ﮐﻨﮫ ﻣﮫ ﮐﺎﺑﻞ ﺑﺮم‬
[May God help] we would go to Kabul. .‫ﺧﺪا ﮐﻨﺪ ﮐﮫ ﻣﺎ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوﯾﻢ‬ .‫ﺧﺪا ﮐﻨﮫ ﻣﺎ ﮐﺎﺑﻞ ﺑﺮﯾﻢ‬
[May God help] you [singular] would go to .‫ﺧﺪا ﮐﻨﺪ ﮐﮫ ﺗﻮ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوی‬ .‫ﺧﺪا ﮐﻨﮫ ﺗﻮ ﮐﺎﺑﻞ ﺑﺮوی‬
Kabul.
[May God help] you [plural] would go to .‫ﺧﺪا ﮐﻨﺪ ﮐﮫ ﺷﻤﺎ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوﯾﺪ‬ .‫ﺧﺪا ﮐﻨﮫ ﺷﻤﺎ ﮐﺎﺑﻞ ﺑﺮﯾﻦ‬
Kabul.
[May God help] s/he would go to Kabul. .‫ﺧﺪا ﮐﻨﺪ ﮐﮫ او ﺑﮫ ﮐﺎﺑﻞ ﺑﺮود‬ .‫ﺧﺪا ﮐﻨﮫ او ﮐﺎﺑﻞ ﺑﺮه‬
[May God help] they would go to Kabul. .‫ﺧﺪا ﮐﻨﺪ ﮐﮫ آﻧﮭﺎ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوﻧﺪ‬ .‫ﺧﺪا ﮐﻨﮫ واه ﮐﺎﺑﻞ ﺑﺮن‬
______________________________________________________________________________
Learning Activity 9. Select the most appropriate phrase to make Present Subjunctive. Multiple
options are possible. Use standard Dari.
.‫____________ او ﺷﻔﺎ ﺑﯿﺎﺑﺪ‬ ۱

.‫داﻧﺸﮕﺎه ﺑﺮوم‬/‫ﻣﻦ _____________ در ﭘﻮھﻨﺘﻮن‬ ۲
.‫ﺷﻔﯿﻘﮫ ___________ ﮐﮫ اﻧﺎر ﺑﺨﻮرد‬ ۳
.‫_________ ﮐﮫ ھﻮا ﺧﻮب ﺑﺎﺷﺪ‬ ۴
.‫او ___________ زﻧﮓ ﺑﺰﻧﺪ‬ ۵

Key:
۵ ۴ ۳ ۲ ۱
‫ﮐﺎﺷﮑﯽ‬ ‫ﺧﺪا ﮐﻨﺪ‬ ‫ﻣﯽ ﺧﻮاھﺪ‬ ‫ﻣﯿﺨﻮاھﻢ‬ ‫ﺧﺪاﮐﻨﺪ‬
words.
Razia wants to drink black tea. ۱

May God help solve your problem. ۲
I wish she gets better/heals. ۳
I wish it rains. ۴
God may help she become wealthy. ۵
Learning Activity 11. Create 4-5 sentences using present subjunctive covered in this lesson.
Then, use Vocaroo | Online voice recorder to record yourself reading the sentences. Share the
link with your teacher or classmates for feedback. Look up words you do not know using an
online Dari/Persian dictionary.
______________________________________________________________________________
PASHTUN ETHNIC GROUPS
• How do Pashtun ethnic groups contribute to the social, political, and economic
landscape of Afghanistan?
Source: “Mujahideen.” By Erwin Lux – is licensed under CC BY-SA 3.0.
Learning Activity 12. Look at the picture and answer the following questions.
• What do Afghan ethnic groups have in common with ethnic groups in other countries?
• How is a tribal system similar or different from any other systems of governance?
______________________________________________________________________________
‫‪Understanding New Words‬‬
‫‪Knowing every word that you encounter when learning a new language is hard. Using a‬‬
‫‪dictionary for every word is tedious and might be impossible. To enjoy the reading and also‬‬
‫‪save time, try guessing the meaning of unfamiliar words from the context they have been used,‬‬
‫‪without using a dictionary.‬‬
‫‪some words using a Dari online dictionary.‬‬
‫‪Pashtun Ethnic Groups‬‬
‫اﻗﻮام ﻣﺨﺘﻠﻒ ﭘﺸﺘﻮن اﻓﻐﺎﻧﺴﺘﺎن‬
‫ﻗﺒﺎﯾﻞ )ﻗﺒﯿﻠﮫ ھﺎ ‪ /‬ﻗﻮم ھﺎ( ﻣﺨﺘﻠﻒ ﭘﺸﺘﻮن در اﻓﻐﺎﻧﺴﺘﺎن زﻧﺪه ﮔﯽ ﻣﯿﮑﻨﻨﺪ ﮐﮫ ھﺮ ﮐﺪام از آداب و رﺳﻮم )ﻋﻨﻌﻨﮫ و رواج(‪ ،‬ﺗﺎرﯾﺦ و‬
‫ﺳﻨﺖ )روش( ھﺎی ﻣﻨﺤﺼﺮ )ﺑﺨﺼﻮص( ﺑﮫ ﻓﺮد ﺧﻮد را دارا ﻣﯽ ﺑﺎﺷﻨﺪ )دارﻧﺪ(‪ .‬ﻗﺒﺎﯾﻞ ﺑﺮﺟﺴﺘﮫ )ﻣﮭﻢ( ﭘﺸﺘﻮن در اﻓﻐﺎﻧﺴﺘﺎن‬
‫ﻋﺒﺎرﺗﻨﺪ از دراﻧﯽ‪ ،‬ﻏﻠﺠﺎﯾﯽ‪ ،‬اﻓﺮﯾﺪی‪ ،‬ﯾﻮﺳﻒ زی‪ ،‬ﻣﮭﻤﻨﺪ و ﺷﯿﻨﻮاری وﻏﯿﺮه‪ .‬اﯾﻦ ﻗﺒﺎﯾﻞ ﻧﮫ ﺗﻨﮭﺎ از ﻧﻈﺮ ﭘﺮاﮐﻨﺪﮔﯽ ﺟﻐﺮاﻓﯿﺎﯾﯽ‬
‫ﻣﺘﻔﺎوت ھﺴﺘﻨﺪ )ﻓﺮق دارﻧﺪ(‪ ،‬ﺑﻠﮑﮫ در اﺻﻞ و ﻧﺴﺐ )اﺟﺪاد ‪ /‬ﭘﺪرھﺎ(‪ ،‬و واﺑﺴﺘﮕﯽ )ﺗﻤﺎﯾﻞ( ھﺎی ﻗﺒﯿﻠﮫ ای ﺧﻮد ﻧﯿﺰ ﻣﺘﻔﺎوت اﺳﺘﻨﺪ‬
‫)ﻓﺮق دارﻧﺪ(‪ .‬ﺑﻌﻀﯽ ﺗﻔﺎوتھﺎ ﺷﺎﻣﻞ ﻟﮭﺠﮫ ھﺎی ﮔﻔﺘﺎری‪ ،‬طﺮز ﻟﺒﺎس ﭘﻮﺷﯽ و ﻋﻨﻌﻨﺎت ﻣﺤﻠﯽ اﺳﺖ‪.‬‬
‫ﻗﺒﯿﻠﮫ ھﺎی ﻣﺸﮭﻮر ﭘﺸﺘﻮن ﻗﺒﯿﻠﮫ ھﺎی ﻏﻠﺰاﯾﯽ‪ /‬ﻏﻠﺠﺎﯾﯽ و دراﻧﯽ‪/‬ا اﺑﺪاﻟﯽ و اﺳﺖ‪.‬‬
‫ﻗﺒﯿﻠﮫ ﻏﻠﺠﺎﯾﯽ ﯾﺎ ﻏﻠﺰاﯾﯽ ﮐﮫ دارای ﺟﻨﮕﺠﻮﯾﺎن ﺷﺠﺎع )دﻟﯿﺮ( اﺳﺖ‪ ،‬از ﻗﺒﯿﻠﮫ ھﺎﯾﯽ ﻣﺎﻧﻨﺪ ھﻮﺗﮏ و ﺗﻮﺧﯽ ﺗﺸﮑﯿﻞ ﺷﺪه اﺳﺖ‬
‫)ﺳﺎﺧﺘﮫ ﺷﺪه اﺳﺖ(‪ .‬ﻏﻠﺠﺎﯾﯽھﺎ در ﺗﺤﻮﻻت )ﺗﻐﯿﯿﺮات( ﺳﯿﺎﺳﯽ و اﺟﺘﻤﺎﻋﯽ اﻓﻐﺎﻧﺴﺘﺎن ﻧﻘﺶ )رول( ﻣﮭﻤﯽ داﺷﺘﮫ و دارﻧﺪ‪.‬‬
‫ﻣﯿﺮوﯾﺲﺧﺎن ھﻮﺗﮏ ﯾﮑﯽ از اﻓﺮاد ﻗﺒﻠﯿﮫ ﻏﻠﺠﺎﯾﯽ ﺑﻮد ﮐﮫ اوﻟﯿﻦ دوﻟﺖ اﻓﻐﺎﻧﯽ را در ﺳﺎل ‪ ۱۷۰۹‬ﻣﯿﻼدی در ﻗﻨﺪھﺎر ﺗﺄﺳﯿﺲ‬
‫ﮐﺮد‪.‬ﺑﻌﺪ از او ﭘﺴﺮش ﺷﺎه ﻣﺤﻤﻮد ھﻮﺗﮏ‪ ،‬ﻣﺸﮭﻮر ﺑﮫ ﺷﺎه ﻣﺤﻤﻮد ﺣﺎﮐﻤﯿﺖ اﻓﻐﺎﻧﺴﺘﺎن را ﺗﺎ اﺻﻔﮭﺎن و ﻣﻨﺎطﻖ دﯾﮕﺮی اﯾﺮان‬
‫ﮔﺴﺘﺮش داد‪ .‬ھﻮﺗﮑﯽھﺎ ﺣﺪود ھﻔﺖ ﺳﺎل ﺑﺮ اﯾﺮان و اﻓﻐﺎﻧﺴﺘﺎن ﺣﮑﻮﻣﺖ ﮐﺮدﻧﺪ‪ .‬از ﺟﻤﻠﮫ رﯾﺲ ﺟﻤﮭﻮران اﺧﯿﺮ اﻓﻐﺎﻧﺴﺘﺎن ﮐﮫ‬
‫ﻣﺮﺑﻮط ﻗﻮم ﻏﻠﺠﺎﯾﯽ ﻣﯽ ﺷﻮﻧﺪ‪ ،‬ﻣﯿﺘﻮان از ﻧﺠﯿﺐ ﷲ و اﺷﺮف ﻏﻨﯽ ﻧﺎﻣﺒﺮد‪.‬‬
‫ﻗﺒﯿﻠﮫ دراﻧﯽ از ﻟﺤﺎظ ﺗﺎرﯾﺨﯽ )از ﻧﻈﺮ ﺗﺎرﯾﺨﯽ( ﺑﺎ اﻣﭙﺮاﺗﻮری دراﻧﯽ ارﺗﺒﺎط دارد‪ .‬اﯾﻦ ﻗﺒﯿﻠﮫ دارای ﻧﻔﻮذ ﻗﺎﺑﻞ ﺗﻮﺟﮭﯽ )زﯾﺎد(‬
‫ﺑﻮده و از ﻗﺒﯿﻠﮫ ھﺎی ﻣﺨﺘﻠﻔﯽ ﻣﺎﻧﻨﺪ ﭘﻮﭘﻠﺰی و ﺑﺎرﮐﺰی ﺗﺸﮑﯿﻞ ﺷﺪه اﺳﺖ‪ .‬اﺣﻤﺪ ﺷﺎه دراﻧﯽ ﮐﮫ ﺑﻨﺎم اﺣﻤﺪ ﺧﺎن اﺑﺪاﻟﯽ ھﻢ ﯾﺎد ﻣﯿﺸﻮد‬
‫ﻣﺆﺳﺲ ﭘﺎدﺷﺎھﯽ دراﻧﯽ ﺑﻮد‪ .‬او در ﺳﺎل ‪ ۱۷۴۷‬اﻓﻐﺎﻧﺴﺘﺎن ﻣﺪرن )ﻧﻮﯾﻦ( را ﺗﺄﺳﯿﺲ ﮐﺮد و ﮐﻨﺪھﺎر را ﭘﺎﯾﺘﺨﺖ ﺧﻮد اﻧﺘﺨﺎب ﮐﺮد‪.‬‬
‫از ﺟﻤﻠﮫ رﯾﺲ ﺟﻤﮭﻮران اﺧﯿﺮ اﻓﻐﺎﻧﺴﺘﺎن ﮐﮫ ﻣﺮﺑﻮط ﻗﻮم دراﻧﯽ ﻣﯽ ﺷﻮﻧﺪ‪ ،‬ﻣﯿﺘﻮان از ﺣﺎﻣﺪ ﮐﺮزی ﻧﺎﻣﺒﺮد‪.‬‬
‫______________________________________________________________________________‬
Reading Strategies
Finding Details
Often it is possible to find import details or specific points quickly if you look for keywords
and phrases. For example, after the conjunction but/however the author usually adds more
details about the same idea.

1. Afghanistan is home to a diverse array of Pashtun tribes. ‫ص‬
Each Pashtun tribe in Afghanistan contributes its unique customs,
2. ‫ص‬
history, and traditions.
The Durrani, Ghilzai, Afridi, Yusufzai, Mohmand, and Shinwari are
3. ‫ص‬
prominent Pashtun tribes in Afghanistan.
The Pashtun tribes in Afghanistan exhibit distinctions in ancestral
4. ‫ص‬
origins, lineage, and tribal affiliations.
5. Differences among Pashtun tribes can be observed in dialects spoken. ‫ص‬
Clothing preferences vary among different Pashtun tribes in
6. ‫ص‬
Afghanistan.
The Durrani tribe is associated with the Durrani Empire and comprises
7. ‫ص‬
subtribes like the Popalzai and Barakzai.
The Ghilzai tribe consists of subtribes such as the Hotak and Tokhi and
8. ‫ص‬
is known for its fierce independence and warrior tradition.
Each Pashtun tribe in Afghanistan has its own unique historical
9. ‫ص‬
experiences and cultural practices.
Differences among Pashtun tribes contribute to the diverse fabric of
10. ‫ص‬
Pashtun identity in Afghanistan.
______________________________________________________________________________
Learning Activity 15. Work with a partner or alone. Read the article “Pashtun Ethnic Groups”
and complete the following table by writing the part of speech.
Singular Verb Pre/

Work with a partner or alone and write in Dari a few essential facts related to Pashtuns and their
culture using your own words.
______________________________________________________________________________
nouns, etc.).
‫ﻟﮭﺠﮫ‬ ‫ﻗﺒﺎﯾﻞ‬ ‫اﺣﻤﺪ ﺷﺎه دراﻧﯽ‬ ‫دراﻧﯽ‬ ‫ﻣﯿﺮوﯾﺲ ﺧﺎن‬
.‫ __________ ﻣﺨﺘﻠﻒ ﭘﺸﺘﻮن در اﻓﻐﺎﻧﺴﺘﺎن زﻧﺪه ﮔﯽ ﻣﯿﮑﻨﻨﺪ‬۱
.‫ ﻗﻮم ___________ ﯾﮑﯽ از ﻗﻮم ھﺎی ﻣﮭﻢ ﭘﺸﺘﻮن ﺑﮫ ﺣﺴﺎب ﻣﯿﺮود‬۲
.‫ ﻗﺒﺎﯾﻞ ﻣﺨﺘﻠﻒ ﭘﺸﺘﻮن _______ ھﺎی ﻣﺘﻔﺎوت دارﻧﺪ‬۳
.‫ ____________ ھﻮﺗﮏ اوﻟﯿﻦ دوﻟﺖ اﻓﻐﺎﻧﯽ را در ﮐﻨﺪھﺎر ﺗﺄﺳﯿﺲ ﮐﺮد‬۴
.‫ ____________ ﻣﺆﺳﺲ اﻓﻐﺎﻧﺴﺘﺎن ﻧﻮﯾﻦ اﺳﺖ‬۵
Key:
۵ ۴ ۳ ۲ ۱
‫اﺣﻤﺪ ﺷﺎه دراﻧﯽ‬ ‫ﻣﯿﺮوﯾﺲ ﺧﺎن‬ ‫ﻟﮭﺠﮫ‬ ‫دراﻧﯽ‬ ‫ﻗﺒﺎﯾﻞ‬
Learning Activity 18. Refer to the passages in this lesson. Work with a partner or alone. Author
a short email in Dari to a friend and tell them 2-3 key facts about each major tribe. Also, mention
if anything in the passage has surprised you. Use an online Dari/Persian dictionary to look up
some words.
______________________________________________________________________________
Learning Activity 19. Compare the cultural and political practices of Pashtun tribes to those of
your community. What similarities and differences do you notice? Write your findings in Dari.
Learning Activity 20. Work with a partner or alone. Describe how belonging to the Pashtun
ethnic group forms a Pashtun Afghan’s perceptions, behaviors, and social interactions. Make
sure to look up some information online to enhance your knowledge.
______________________________________________________________________________
Tribal Organization
This cart shows the tribal organizations. Under the confederation level, such as “Karlanri” in
this diagram, are many tribes. Each tribe will contain many Khels or clans, such as the Kabuli
Khel shown here. Some Khels, like the Suleiman Khel of the Ghilzai/Ghilji in the Katawaz
region, have grown so large that each Khel has still another layer of Khels beneath it.
Learning Activity 21. Research on the internet or brainstorm with your partner. Consider
aspects like language, traditional codes (like Pashtunwali), historical significance, political
influence, and sociocultural practices. Through this activity, you should demonstrate
understanding of the Pashtuns' role in Afghanistan, the elements that make them unique, and the
broader implications of ethnic dominance in a diverse nation. Write a summary of your findings
below:
______________________________________________________________________________
Learning Activity 22. Based on what you have learned and acquired so far, create a blog
post, supported by images. Describe the main Pashtun ethnic groups in Afghanistan and explain
how they influence the political life in the country.
in your native language that may have a similar meaning. Write it down in the space below
DARI PROVERB
.‫ﺑﯽ ﺷﻤﺸﯿﺮ ﺑﮫ ﺟﻨﮓ ﺷﯿﺮ ﻧﺮو‬
Transliteration: be šamšer ba jang šer naro.
Literal: without a sword, do not go to fight the lion.
Meaning: This proverb carries a metaphorical meaning, emphasizing the importance of being
adequately prepared before taking on a formidable challenge or engaging in a dangerous task.
In this proverb, the lion symbolizes a powerful and intimidating opponent or obstacle, while the
sword represents the necessary tool or resource to confront and overcome such challenges.
______________________________________________________________________________
1. I can identify the main Pashtun ethnic groups.

I can explain who Pashtuns are and how they influence political life in
2.
Afghanistan.
I can discuss how belonging to an ethnic group forms Pashtun perceptions,
3.
behaviors, and social interactions.
I can discuss and provide information about Afghanistan's most dominant
4.
Pashtun ethnic groups.
______________________________________________________________________________
CHP 1. PULLING IT ALL TOGETHER
In this section, learners provide evidence to demonstrate they have mastered the learning
objectives of the chapter by conducting IPA 1:
Chapter Objectives:
about ethnic groups in Afghanistan.
• Exchange information in conversations on ethnic groups in Afghanistan that I have

• Give detailed presentation on ethnic groups in Afghanistan that I have researched, using a
• Compare products and practices in own and other cultures related to ethnic groups in
Afghanistan.
______________________________________________________________________________
CHP 1. INTEGRATED PERFORMANCE ASSESSMENT (IPA) 1
Topic: Ethnic Groups in Afghanistan
• Interpretive Mode
Objective: Analyze various sources to gather information about the major ethnic groups in
Afghanistan, focusing on demographic distribution, commonalities, and the specific role of
Pashtuns.
Activity:
• Read articles or watch documentaries about ethnic groups in Afghanistan.
• Focus on identifying:
• Major ethnic groups and their demographic distribution.
• Common cultural elements among Afghan ethnic groups.
• Specific information about Pashtuns and non-Pashtuns and their influence in
political life.
Assessment:
• Written summary or concept map illustrating your understanding.
• Reflective essay discussing the role of Pashtuns and non-Pashtuns in Afghanistan's
social, political, and economic landscape.
• Interpersonal Mode
Objective: Discuss findings and viewpoints on the ethnic diversity in Afghanistan, with a
focus on Pashtun contributions.
Activity:
• In pairs or small groups, discuss the information gathered.
• Debate the question: How do Pashtun and non-Pashtun ethnic groups shape the
cultural and political landscape of Afghanistan?
Assessment:
• Participation in the discussion, focusing on your ability to express and support your
viewpoints.
• Peer feedback assessing clarity, cultural sensitivity, and language use.
• Presentational Mode
Objective: Present a comprehensive understanding of the major ethnic groups in

Afghanistan.
Activity:
• Prepare a presentation covering:
• The diversity of ethnic groups in Afghanistan.
• The demographic distribution and cultural characteristics of these groups.
______________________________________________________________________________
• A focused exploration of the Pashtun and non-Pashtuns influence in
Afghanistan.
Assessment:
• Rubric evaluating content accuracy, language use, and presentation skills.
• Self-evaluation of your presentation focusing on content delivery and language
proficiency.
• Peer Review and Discussion (Post-Presentational Task)
Objective: Engage in reflective practice and constructive feedback.
Activity:
• Provide and receive feedback on presentations, focusing on content and delivery.
• Group discussion to synthesize learning and reflect on the significance of
understanding ethnic diversity in Afghanistan.
Assessment:
• Participation in the peer review process.
• Contribution to the discussion with insightful and respectful commentary.
Notes to Educators:
Ensure that materials and activities are culturally sensitive and accurate. Encourage students to
explore the complexity of ethnic diversity in Afghanistan beyond superficial understanding.
______________________________________________________________________________
CHP 1. VOCABULARY

people mardam ‫ﻣﺮدم‬
divide taqsim kardan ‫ ﺷﺪن‬/ ‫ﺗﻘﺴﯿﻢ ﮐﺮدن‬
society ajtaā' ‫اﺟﺘﻤﺎع‬
being called nāmida šadan ‫ﻧﺎﻣﯿﺪه ﺷﺪن‬
to be different faqdāštan ‫ﻓﺮق داﺷﺘﻦ‬
each part baxš baxš ‫ﺑﺨﺶ ﺑﺨﺶ‬
social life zadagi ajtamā'i ‫زﻧﺪه ﮔﯽ اﺟﺘﻤﺎﻋﯽ‬
total population kal ja'yt ‫ُﮐﻞ ﺟﻤﻌﯿﺖ‬
guessing taxmin kardan/zadan ‫ زدن‬/ ‫ﺗﺨﻤﯿﻦ ﮐﺮدن‬
accent lahja ‫ﻟﮭﺠﮫ‬
religion mazhab ‫ﻣﺬھﺐ‬
the former sābaq ‫ﺳﺎﺑﻖ‬
title laqab ‫ﻟﻘﺐ‬
resident maqim ‫ﻣﻘﯿﻢ‬
scattered tit/prāganda ‫ ﭘﺮاﮔﻨﺪه‬/ ‫ﺗﯿﺖ‬
ethnic group groh qawmi ‫ﮔﺮوه ﻗﻮﻣﯽ‬
eastern and southern region nawāhi šarqi wa janobi ‫ﻧﻮاﺣﯽ ﺷﺮﻗﯽ و ﺟﻨﻮﺑﯽ‬
Sunni Hanafi religion mazhab sani hanafi ‫ﻣﺬھﺐ ﺳﻨﯽ ﺣﻨﻔﯽ‬
Aryans āryāihā ‫آرﯾﺎﯾﯽ ھﺎ‬
minority aqalgyat ‫اﻗﻠﯿﺖ‬
to be present hazur dāštan ‫ﺣﻀﻮر داﺷﺘﻦ‬
Pashtunwali paštunwali ‫ﭘﺸﺘﻮﻧﻮاﻟﯽ‬
method and behavior rawaš wa raftār ‫روش و رﻓﺘﺎر‬
differences axtalāfāt ‫اﺧﺘﻼﻓﺎت‬
justice 'adālat ‫ﻋﺪاﻟﺖ‬
hospitality mehmānawāzi ‫ﻣﮭﻤﺎﻧﻮازی‬
solve hal kardan ‫ﺣﻞ ﮐﺮدن‬
to lead hedāyat kardan ‫ﺷﺪن‬/‫ھﺪاﯾﺖ ﮐﺮدن‬
shirt and shalwar perāhan wa tanbān ‫ﭘﯿﺮاھﻦ و ﺗﻨﺒﺎن‬
______________________________________________________________________________
CHAPTER TWO
DARI LITERATURE
‫ادﺑﯿﺎت دری‬
Image Source: Timur during attack on Balkh 1370 - ‫ داﻧﺸﻨﺎﻣﮫٴ آزاد‬،‫ وﯾﮑﯽﭘﺪﯾﺎ‬- ‫( ﺑﻠﺦ‬wikipedia.org)
______________________________________________________________________________
LEARNING OBJECTIVES

A. Interpretive Mode: I can usually understand the main ideas and flow of events expressed in
various time frames in conversations and discussions.
Chapter Objectives
about Dari literature.
B. Interpersonal Mode: I can participate in spontaneous spoken and written conversations on

familiar topics, using a combination of connected sentences and short paragraphs, often across
various time frames.
Chapter Objectives
• Exchange information in conversations on Dari literature including poetry that I have
C. Presentational: I can communicate information, make presentations, and express my

thoughts about familiar topics, using a combination of connected sentences and short paragraphs,
Chapter Objectives
● Give detailed presentation on Dari literature including poetry that I have researched, using a
D. Intercultural:
● Investigate: In my own and other cultures, I can make comparisons between products and
practices to help me understand perspectives.
● Interact: I can interact at a functional level in some familiar context.
Chapter Objectives
● Compare products and practices in my own and other cultures concerning Dari literature
including poetry.
______________________________________________________________________________
LESSON 1
‫درس اول‬
DARI LITERATURE
● How does Dari poetry as a genre of literature reflect and respond to the social and
cultural context in which they are written?
● How do Dari literary works convey themes such as love, loss, identity, and the search
for meaning?
● What role does literature play in shaping people’s identity?

● What topics are often explored through Dari poetry?
______________________________________________________________________________
In this lesson, you will identify and explain how Dari literary works reflect and respond to the
social and cultural needs of Afghan society. The grammatical aspect of the lesson will focus on
the present subjective (possibility & probability). The first part of the lesson focuses on
colloquial Dari, while the second part covers standard Dari.
______________________________________________________________________________
‫‪DARI LITERATURE‬‬
‫ھﻨﺮ و ادﺑﯿﺎت‬
‫‪Learning Activity 1. As you listen to the passage, think about of the most significant features of‬‬
‫‪Dari literature and their connection to Afghan culture and history. The standard form of some‬‬
‫‪words is provided inside the brackets.‬‬
‫?‪Are Farsi and Dari Two Separate Languages‬‬
‫آﯾﺎ ﻓﺎرﺳﯽ و دری دو زﺑﺎن ﺟﺪاﮔﺎﻧﮫاﻧﺪ؟‬
‫ﺑﮫ اﺳﺎس )ﺑﺮ اﺳﺎس ( ﮔﻔﺘﮫ اﺑﻦ ﻣﻘﻔﻊ‪ ،‬د آﺧﺮای )در اواﺧﺮی( دوره ﭘﺎدﺷﺎھﯽ دودﻣﺎن ﺳﺎﺳﺎﻧﯽ‪ ،‬دو ﺷﺎﺧﮫ ای زﺑﺎن ﭘﺎرﺳﯽ د ﺑﯿﻦ‬
‫)در ﻣﯿﺎن( ﻣﺮدم اﺳﺘﻔﺎده ﻣﯿﺸﺪ ﮐﮫ ﺑﮫ ﻧﺎﻣﮭﺎی ﭘﺎرﺳﯽ )ﭘﮭﻠﻮی( و دری )ﭘﺎرﺳﯽ درﺑﺎری( ﯾﺎد ﻣﯽ ﺷﺪن‪ .‬ﭘﺎرﺳﯽ ﯾﺎ ھﻤﻮ )ھﻤﺎن(‬
‫زﺑﺎن ﭘﮭﻠﻮی )ﭘﺎرﺳﯽ ﻣﯿﺎﻧﮫ( زﯾﺎدﺗﺮ )ﺑﯿﺸﺘﺮ( د ﺑﯿﻦ )در ﻣﯿﺎن( ﻣﺮدﻣﺎن ﺑﺰرﮔﻮار)ﻣﻮﺑﺪان(‪ ،‬داﻧﺸﻤﻨﺪان و ﻣﺮدم وﻻﯾﺖ ﻓﺎرس‬
‫ﮐﺎرﺑﺮد داﺷﺖ )اﺳﺘﻔﺎده ﻣﯿﺸﺪ( و دری را ﻣﺮدم ﺷﮭﺮھﺎی ﻣﺪاﯾﻦ و در درﺑﺎر ﭘﺎدﺷﺎھﺎن ﺳﺎﺳﺎﻧﯽ ﺑﮫ ﮐﺎر ﻣﯽﺑﺮدن‪.‬‬
‫ﺑﺴﯿﺎری ﺑﮫ اﺳﺎس ﺑﮫ ﻣﺪارک )اﺳﻨﺎد( ﺗﺎرﯾﺨﯽ ﻣﺨﺘﻠﻒ‪ ،‬ﻓﺎرﺳﯽ و دری را ﯾﮑﯽ ﻣﯽداﻧﻦ‪ .‬ﻣﺜﻶ )ﺑﮫ ﮔﻮﻧﮫ ﻣﺜﺎل(‪ ،‬ﺷﻌﺮھﺎﯾﯽ از‬
‫ﺣﺎﻓﻆ‪ ،‬ﻧﺎﺻﺮ ﺧﺴﺮو‪ ،‬ﻓﺮدوﺳﯽ و ﺷﺎﻋﺮاﻧﯽ دﯾﮕﺮ ﺑﺎ اﺳﺘﻔﺎده از ﮐﻠﻤﮫ )واژه( ھﺎی دری و ﻓﺎرﺳﯽ وﺟﻮد داره‪ .‬آﻧﮭﺎ )آﻧﺎن( ﻋﻘﯿﺪه‬
‫دارن )ﻣﻌﺘﻘﺪ اﻧﺪ( ﮐﮫ ھﺮدو ﮐﻠﻤﮫ )واژه( دری و ﭘﺎرﺳﯽ در ﺷﻌﺮ ﺷﺎﻋﺮان ﻧﺎﻣﺪار‪ ،‬ﻧﺸﺎن دھﻨﺪه ای اس )اﯾﻦ اﺳﺖ( ﮐﮫ ھﺮ دو‪،‬‬
‫ﻧﺰد آﻧﺎن ﯾﮏ زﺑﺎن ﺷﻨﺎﺧﺘﮫ ﻣﯽﺷﺪه اﺳﺖ‪ .‬ﻣﺜﻶ )ﺑﮫ ﮔﻮﻧﮫ ﻣﺜﺎل(‪ ،‬ﺣﺎﻓﻆ ﺷﯿﺮازی در ﯾﮑﯽ از ﺷﻌﺮھﺎﯾﺶ‪ ،‬از اﯾﻦ زﺑﺎن ﺑﮫ ﻧﺎم‬
‫ﭘﺎرﺳﯽ ﯾﺎد ﮐﺮده اﺳﺖ‪.‬‬
‫‪All the Indian parrots would break their beaks, From the‬‬ ‫ﺷﮑّﺮﺷﮑﻦ ﺷـﻮﻧﺪ ھـﻤﮫ طﻮطـﯿﺎن ھﻨـﺪ‬
‫‪sweetness of this 'Parsi' candy that goes to Benga.‬‬ ‫زﯾﻦ ﻗﻨﺪ »ﭘﺎرﺳﯽ« ﮐﮫ ﺑﮫ ﺑﻨﮕﺎﻟﮫ ﻣﯽرود‬
‫‪Note: The Bengali language is considered the sweetest languages in the world. However,‬‬
‫‪Hafez believes that Parsi is even sweeter.‬‬
‫او در ﻏﺰلھﺎی دﯾﮕﺮ از ﻟﻔﻆ دری ﺑﮫ ﺟﺎی ﭘﺎرﺳﯽ اﺳﺘﻔﺎده ﮐﺮده )ﮐﺮده اﺳﺖ(‪:‬‬
‫‪If a nightingale, shows off eloquence, O Hafez‬‬ ‫ﭼﻮ ﻋﻨﺪﻟﯿﺐ‪ ،‬ﻓﺼﺎﺣﺖ ﻓﺮوﺷﺪ ای ﺣﺎﻓﻆ‬
‫‪You, break its arrogance by talking in Dari‬‬ ‫ﺗـﻮ ﻗـﺪر او ﺑﮫ ﺳﺨﻦ ﮔﻔـﺘﻦ دری ﺑﺸﮑـﻦ‬
‫و ﯾﺎ‬
‫‪From the captivating poetry of Hafez, someone was aware‬‬ ‫ز ﺷﻌﺮ دﻟﮑﺶ ﺣﺎﻓﻆ ﮐﺴﯽ ﺑﻮد آﮔﺎه‬
‫‪Who knows the charm of nature and the art of speech in Dari‬‬ ‫ﮐﮫ ﻟﻄﻒ طﺒﻊ و ﺳﺨﻦ ﮔﻔﺘﻦ دری داﻧﺪ‬
‫______________________________________________________________________________‬
.‫از ﺷﻌﺮ ﺣﺎﻓﻆ و دﯾﮕﺮ ﺷﺎﻋﺮان ﺑﺰرگ ﻓﺎرﺳﯽ ﻣﻌﻠﻮم ﻣﯿﺸﻮد ﮐﮫ دری و ﭘﺎرﺳﯽ ھﺮ دو ﯾﮏ زﺑﺎن ﻣﺸﺘﺮک اﻧﺪ‬
Source: ‫ ﯾﺎدداﺷﺖھﺎی ﯾﮏروزﻧﺎﻣﮫﻧﮕﺎر‬- ‫( دری ﯾﺎ ﻓﺎرﺳﯽ؟‬wpayman.com)
Rumi: The Poetic Sage Who Transcends Time and Borders
Rumi, born as Jalal ad-Din Muhammad Balkhi, was a celebrated Afghan Dari/Persian poet,
mystic, and theologian /‫ ﻣﺘﮑﻠﻢ‬who lived in the 13th century.
Known for his profound poetry and spiritual teachings,
Rumi's works have had a lasting impact on literature and
spirituality worldwide. Rumi's poetry, collected in the
famous Masnavi and Divan-e-Hafez, explores /‫ﮐﺎوش ﻣﯽ ﮐﻨﺪ‬
themes of love, unity, and the search for divine truth. His
verses beautifully express the longing for spiritual
connection and emphasize the universality of the human
experience. Rumi's teachings transcend /‫ ﻓﺮاﺗﺮ رﻓﺘﻦ‬cultural
and religious boundaries, inspiring people of diverse
backgrounds /‫ ﭘﺲ زﻣﯿﻨﮫ ھﺎ‬to embrace compassion, empathy,
and inner transformation. Today, Rumi's poetry continues to
captivate readers, offering profound insights and guiding seekers on a path of self-discovery and
spiritual enlightenment. Rumi's enduring legacy as one of the greatest poets and spiritual figures
in history showcases the profound impact of his words and his ability touch the hearts and souls
of people around the world.
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branch šāxa ‫ﺷﺎﺧﮫ‬ ۱
honorable fazargwār ‫ﺑﺰرﮔﻮار‬ ۲
scientist dānašmand ‫داﻧﺸﻤﻨﺪ‬ ۳
to be useful kār bard (‫ﮐﺎرﺑﺮد )داﺷﺘﻦ‬ ۴
to be used asta f āda kardan ‫ﮐﺮدن‬/‫اﺳﺘﻔﺎده ﺷﺪن‬ ۵
documents madārac/asnād ‫اﺳﻨﺎد‬/‫ﻣﺪارک‬ ۶
For example, masalan ‫ ﺑﮫ ﮔﻮﻧﮫ ﻣﺜﺎل‬/ ‫ﻣﺜﻶ‬ ۷
art hanar ‫ھﻨﺮ‬ ۸
literature adabytā ‫ادﺑﯿﺎت‬ ۹
word kalama/wāža ‫ واژه‬/ ‫ﮐﻠﻤﮫ‬ ۱۰
to remember yād kardan ‫ﯾﺎد ﮐﺮدن‬ ۱۱
ghazal azal ‫ﻏﺰل‬ ۱۲
parrot toti ‫طﻮطﯽ‬ ۱۳
nightingale / andalib balbal/ 'andalib ‫ ﻋﻨﺪﻟﯿﺐ‬/ ‫ﺑﻠﺒﻞ‬ ۱۴
to speak saxan gaftan ‫ﺳﺨﻦ ﮔﻔﺘﻦ‬ ۱۵
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Note-Taking
Taking notes is a great way to remember important details and reinforce what you are hearing.
Try to write down key points and vocabulary words to help you remember them later.
poet ‫ﺷﺎﻋﺮ‬
Persian ‫ﭘﺎرﺳﯽ‬
poetry ‫ﺷﻌﺮ‬
to use ‫ﺑﮑﺎر ﺑﺮدن‬
date ‫ﺗﺎرﯾﺦ‬
In between ‫درﻣﯿﺎن‬
more ‫ﺑﯿﺸﺘﺮ‬
In the late ‫در اواﺧﺮی‬
sugar ‫ ﻗﻨﺪ‬/‫ﺷﮑﺮ‬
word ‫واژه‬
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literature ‫ادﺑﯿﺎت‬
art ‫ھﻨﺮ‬
king ‫ﭘﺎدﺷﺎه‬
famous poets ‫ﺷﺎﻋﺮان ﻧﺎﻣﺪار‬
to believe ‫ﻋﻘﯿﺪه داﺷﺘﻦ‬
to show ‫ﻧﺸﺎن دادن‬
statements.

According to Ibn Muqfa's statement, two branches of the Persian language,
Persian (Pahlavi) and Dari (courtly Persian), were used in the last decade of the ‫ص‬
Sassanid dynasty.
Persian (Pahlavi) was predominantly used by noble people, scholars, and the
‫ص‬
people of the Fars province.
Dari was exclusively used by the people of Madain cities and in the court of
‫غ‬
Sassanid kings.
Farsi and Dari are considered the same language based on historical documents
and the usage of both terms by famous poets like Hafez, Nasser Khosrow, and ‫ص‬
Ferdowsi.
The belief that Dari and Persian are the same language is supported by the
‫ص‬
occurrence of both terms in the poetry of famous poets.
Hafez Shirazi referred to this language as Persian in one of his poems. ‫ص‬
The difference between Farsi and Dari is based on geographical variations. ‫غ‬
The Dari usage was limited to the Sassanid era and did not extend beyond that
‫غ‬
period.
Dari was primarily spoken by the common people, while Persian (Pahlavi) was
‫غ‬
the language of the educated elite
The distinction between Dari and Persian is only applicable to historical
‫غ‬
contexts and does not exist in contemporary usage.
______________________________________________________________________________
Rabia Balkhi: Pioneering the Path of Persian Poetry - Champion of Women's Voice and
Literary Legacy
Rabia Balkhi, is celebrated as the first Persian poet and holds a

significant place in Dari/Persian literature /‫ ادﺑﯿﺎت‬and culture. Born
in the 9th or 10th century, Babia Balkhi broke barriers/ ‫ ﻣﻮاﻧﻊ‬by being
one of the earliest known female poets in the Persian-speaking
world. Her poems beautifully expressed themes of love, spirituality,
and personal introspection /‫ درون ﻧﮕﺮی‬. Babia Balkhi's contributions
to Dari/Persian literature and culture are profound, as she paved the
way for future generations of female writers and poets. Through her
work, she challenged societal norms and showcased the intellectual
and creative capabilities of women. Her poetry resonates / ‫طﻨﯿﻦ اﻧﺪاز‬
‫ ﻣﯽ ﮐﻨﺪ‬with readers even today, emphasizing the power of self-
expression and the universality of human emotions. Babia Balkhi's courage and talent have left
an indelible mark on Persian literature, inspiring countless writers and contributing to the
richness and diversity of Dari/Persian literary tradition.
Oh night-wandering wind, carry my message to my ‫اﻻ ای ﺑﺎد ﺷﺒﮕﯿﺮی ﭘﯿﺎم ﻣﻦ ﺑﮫ دﻟﺒﺮ ﺑﺮ‬
beloved, ‫ﺑﮕﻮ آن ﻣﺎه ﺧﻮﺑﺎن را ﮐﮫ ﺟﺎن ﺑﺎ دل ﺑﺮاﺑﺮ ﺑﺮ‬
Tell that beautiful moon, to take my soul with my heart.
Out of anger, you hid your face from me, oh one with a ‫ﺑﮫ ﻗﮭﺮ از ﻣﻦ ﻓﮕﻨﺪی دل ﺑﯿﮏ دﯾﺪار ﻣﮭﺮوﯾﺎ‬
lovely face, ‫ﭼﻨﺎن ﭼﻮن ﺣﯿﺪر ﮐﺮار در ان ﺣﺼﻦ ﺧﯿﺒﺮ ﺑﺮ‬
Just like Haydar (Ali) at the fort of Khayber.
Learning Activity 6. Listen to the passage on “Are Farsi and Dari Two Separate Languages?”
Write the 2-3 facts about the topic.
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Listen to the passage “Are Farsi and Dari Two Separate Languages?” again. Choose two main
ideas from the passage and complete the following organizational chart for each idea. Provide
supporting details and offer examples.
Main Idea: Are Farsi and Dari Two Separate Languages?
Example: Example:
Learning Activity 8. Work with a partner or alone. Read the passage “Are Farsi and Dari Two
Separate Languages?” and complete the following table by writing the part of speech.
Singular Plural Verb Pre/

Pronoun Adjective
Noun Noun (Infinitive) Postposition
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Cultural Values and Traditions
Dari literature embodies and articulates the cultural values, traditions, and beliefs of Afghan
society. It explores themes such as hospitality, honor, loyalty, family, and the importance of
community. Through stories, poems, and moral teachings, Dari literature reinforces these
values and provides guidance on how to navigate social interactions and personal
relationships.
Dari literature also provides a window into Afghan history, showcasing the country's rich
cultural heritage and its interactions with neighboring regions and civilizations. It preserves
narratives of past events, heroes, and struggles, deepening the understanding of Afghan
identity and offering valuable lessons from the past that can inform present-day decisions and
actions.
Present Subjunctive: Possibility & Probability
Expressions discussing possibilities and probabilities frequently employ the subjunctive form in
the Dari language.
The Phrases ‫[ ﻣﻤﮑﻦ اﺳﺖ ﮐﮫ‬mumken ast ke] and ‫[ اﻣﮑﺎن دارد ﮐﮫ‬emkān dārad ke]
When expressing possibilities, one can use phrases like "mumken ast ke" or "emkān dārad ke,"
both of which convey the idea of "it's possible." These phrases serve as introductions to indicate
the potential occurrence of an event or situation. In colloquial Dari, native speakers often drop
the linking word "ke/‫ "ﮐﮫ‬and the preposition "to/‫"ﺑﮫ‬. Additionally, the subject pronoun can be
dropped as the verb's ending identifies the doer.
● The Phrase ‫[ ﻣﻤﮑﻦ اﺳﺖ ﮐﮫ‬mumken ast ke]: The verb to be “‫ ”اﺳﺖ‬is used with this phrase.
See the following examples:
______________________________________________________________________________
English Dari
Standard Colloquial
It’s possible that I go to Kabul. .‫ﻣﻤﮑﻦ اﺳﺖ ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوم‬ .‫ﻣﻤﮑﻦ اس ﮐﺎﺑﻞ ﺑﺮم‬
It’s possible that you go to Kabul. .‫ﻣﻤﮑﻦ اﺳﺖ ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوﯾﻢ‬ .‫ﻣﻤﮑﻦ اس ﮐﺎﺑﻞ ﺑﺮﯾﻢ‬
It’s possible that you [singular] go to Kabul. .‫ﻣﻤﮑﻦ اﺳﺖ ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوی‬ .‫ﻣﻤﮑﻦ اس ﮐﺎﺑﻞ ﺑﺮوی‬
It’s possible that [plural] you go to Kabul. .‫ﻣﻤﮑﻦ اﺳﺖ ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوﯾﺪ‬ .‫ﻣﻤﮑﻦ اس ﮐﺎﺑﻞ ﺑﺮﯾﻦ‬
It’s possible that s/he goes to Kabul. .‫ﻣﻤﮑﻦ اﺳﺖ ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮود‬ .‫ﻣﻤﮑﻦ اس ﮐﺎﺑﻞ ﺑﺮه‬
It’s possible that they go to Kabul. .‫ﻣﻤﮑﻦ اﺳﺖ ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوﻧﺪ‬ .‫ﻣﻤﮑﻦ اس ﮐﺎﺑﻞ ﺑﺮن‬
The negative statement is formed by replacing the first letter of the verb to be “‫ ”اﺳﺖ‬to “‫ﻧﯿـ‬/‫”ﻧﯽ‬
For example below:
It’s not possible that I go to Kabul. .‫ﻣﻤﮑﻦ ﻧﯿﺴﺖ ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوم‬ .‫ﻣﻤﮑﻦ ﻧﯿﺲ ﮐﺎﺑﻞ ﺑﺮم‬
• The Phrase ‫[ اﻣﮑﺎن دارد ﮐﮫ‬emkān dārad ke] . The verb to have “‫دار‬/‫ ”داﺷﺘﻦ‬is used with this
phrase. See some examples below:
English Dari
Standard Colloquial
It’s possible that I ‘ll go to Kabul. .‫اﻣﮑﺎن دارد ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوم‬ .‫اﻣﮑﺎن داره ﮐﺎﺑﻞ ﺑﺮم‬
It’s possible that you ‘ll go to Kabul. .‫اﻣﮑﺎن دارد ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوﯾﻢ‬ .‫اﻣﮑﺎن داره ﮐﺎﺑﻞ ﺑﺮﯾﻢ‬
It’s possible that you ‘ll [singular] go to .‫اﻣﮑﺎن دارد ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوی‬ .‫اﻣﮑﺎن داره ﮐﺎﺑﻞ ﺑﺮوی‬
Kabul.
It’s possible that you ‘ll [plural] go to .‫اﻣﮑﺎن دارد ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوﯾﺪ‬ .‫اﻣﮑﺎن داره ﮐﺎﺑﻞ ﺑﺮﯾﻦ‬
Kabul.
It’s possible that s/he ‘ll go to Kabul. .‫اﻣﮑﺎن دارد ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮود‬ .‫اﻣﮑﺎن داره ﮐﺎﺑﻞ ﺑﺮه‬
It’s possible that they ‘ll go to Kabul. .‫اﻣﮑﺎن دارد ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوﻧﺪ‬ .‫اﻣﮑﺎن داره ﮐﺎﺑﻞ ﺑﺮن‬
The negative statement is formed by add the word “na/‫ﻧﮫ‬-‫ ”ﻧـ‬to the verb to have “‫دار‬/‫ ”داﺷﺘﻦ‬. For
example:
It’s not possible that I’ll go to Kabul. .‫اﻣﮑﺎن ﻧﺪارد ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوم‬ .‫اﻣﮑﺎن ﻧﺪاره ﮐﺎﺑﻞ ﺑﺮم‬
______________________________________________________________________________
● The Phrase ‫[ اﺣﺘﻤﺎل دارد ﮐﮫ‬ehtmā dārad ke] . The verb to have “‫دار‬/‫ ”داﺷﺘﻦ‬is used with this
phrase. See some examples below:
English Dari
Standard Colloquial
It’s likely that I ‘ll go to Kabul. .‫اﺣﺘﻤﺎل دارد ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوم‬ .‫اﺣﺘﻤﺎل داره ﮐﺎﺑﻞ ﺑﺮم‬
It’s likely that you ‘ll go to Kabul. .‫اﺣﺘﻤﺎل دارد ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوﯾﻢ‬ .‫اﺣﺘﻤﺎل داره ﮐﺎﺑﻞ ﺑﺮﯾﻢ‬
It’s likely that you ‘ll [singular] go to Kabul. .‫اﺣﺘﻤﺎل دارد ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوی‬ .‫اﺣﺘﻤﺎل داره ﮐﺎﺑﻞ ﺑﺮوی‬
It’s likely that you ‘ll [plural] go to Kabul. .‫اﺣﺘﻤﺎل دارد ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوﯾﺪ‬ .‫اﺣﺘﻤﺎل داره ﮐﺎﺑﻞ ﺑﺮﯾﻦ‬
It’s likely that s/he ‘ll go to Kabul. .‫اﺣﺘﻤﺎل دارد ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮود‬ .‫اﺣﺘﻤﺎل داره ﮐﺎﺑﻞ ﺑﺮه‬
It’s likely that they ‘ll go to Kabul. .‫اﺣﺘﻤﺎل دارد ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوﻧﺪ‬ .‫اﺣﺘﻤﺎل داره ﮐﺎﺑﻞ ﺑﺮن‬
The negative statement is form by add the word “na/‫ﻧﮫ‬-‫ ”ﻧـ‬to the verb to have “‫دار‬/‫ ”داﺷﺘﻦ‬. For
example:
It’s not likely that I’ll go to Kabul. .‫اﺣﺘﻤﺎل ﻧﺪارد ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوم‬ .‫اﺣﺘﻤﺎل ﻧﺪاره ﮐﺎﺑﻞ ﺑﺮم‬
● The Word ‫[ ﺷﺎﯾﺪ‬shā yad]. See some examples below:
English Dari
Standard Colloquial
Perhaps I ‘ll go to Kabul. .‫ﺷﺎﯾﺪ ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوم‬ .‫ﺷﺎﯾﺪ ﮐﺎﺑﻞ ﺑﺮم‬
Perhaps you ‘ll go to Kabul. .‫ﺷﺎﯾﺪ ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوﯾﻢ‬ .‫ﺷﺎﯾﺪ ﮐﺎﺑﻞ ﺑﺮﯾﻢ‬
Perhaps you ‘ll [singular] go to Kabul. .‫ﺷﺎﯾﺪ ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوی‬ .‫ﺷﺎﯾﺪ ﮐﺎﺑﻞ ﺑﺮوی‬
Perhaps you ‘ll [plural] go to Kabul. .‫ﺷﺎﯾﺪ ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوﯾﺪ‬ .‫ﺷﺎﯾﺪ ﮐﺎﺑﻞ ﺑﺮﯾﻦ‬
Perhaps s/he ‘ll go to Kabul. .‫ﺷﺎﯾﺪ ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮود‬ .‫ﺷﺎﯾﺪ ﮐﺎﺑﻞ ﺑﺮه‬
Perhaps they ‘ll go to Kabul. .‫ﺷﺎﯾﺪ ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﺑﺮوﻧﺪ‬ .‫ﺷﺎﯾﺪ ﮐﺎﺑﻞ ﺑﺮن‬
The negative statement is form by add the word “na/‫ﻧﮫ‬-‫ ”ﻧـ‬to the present stem of the main verb.
For example:
It’s not likely that I’ll go to Kabul. .‫ﺷﺎﯾﺪ ﮐﮫ ﺑﮫ ﮐﺎﺑﻞ ﻧﺮوم‬ .‫ﺷﺎﯾﺪ ﮐﺎﺑﻞ ﻧﺮوم‬
______________________________________________________________________________
Learning Activity 9. Select the most appropriate phrase to make Present Subjunctive. Multiple
.‫______________ ﮐﮫ ﮐﺎﻣﯿﺎب ﺷﻮم‬ ۱

.‫__________ اﺳﺖ ﮐﮫ از ﺑﺎم ﺑﯿﻔﺘﺪ‬ ۲
.‫___________ ﮐﮫ ﺳﻮال را ﻧﻔﮭﻤﯿﺪه ﺑﺎﺷﯿﺪ‬ ۳
.‫____________ ﺷﺎﯾﺪ زﻧﮓ ﺑﺰﻧﺪ‬ ۴
.‫او ___________ ﮐﮫ ﻧﺎن ﺧﻮرده ﺑﺎﺷﺪ‬ ۵

Key:
۵ ۴ ۳ ۲ ۱
‫اﻣﮑﺎن دارد‬ ‫ﺣﻤﯿﺪه‬ ‫اﺣﺘﻤﺎل دارد‬ ‫ﻣﻤﮑﻦ‬ ‫اﻣﮑﺎن دارد‬
words.
It’s possible that he will go. ۱
It’s likely they won’t eat fish. ۲
Perhaps she is sick. ۳
It’s possible that it will rain. ۴
Perhaps he belongs to Durrani tribe. ۵
______________________________________________________________________________
DARI LITERATURE
● What distinguishes Tazkirat al-Awliya from other literary works?
Learning Activity 12. Before you read the text on the next page, discuss the following questions
with a partner.
● What are the main themes and motifs in Dari poetry?

● How has Dari poetry evolved over time?
______________________________________________________________________________
‫‪Previewing‬‬
‫‪Before diving into the text, take a few minutes to preview it. Look at the title, headings,‬‬
‫‪subheadings, and any pictures or graphics. This will give you an idea of what the text is about‬‬
‫‪and help you make predictions about what you will read.‬‬
‫‪some words using an online dictionary.‬‬
‫‪Tazkirat al-Awliyā‬‬
‫ﺗﺬﮐﺮةاﻻوﻟﯿﺎء‬
‫ﺗﺬﮐﺮةاﻻوﻟﯿﺎء )ﺑﮫ ﻣﻌﻨﯽ ﯾﺎد دوﺳﺘﺎن ﺧﺪا( ﮐﺘﺎﺑﯽ اﺳﺖ ﺑﮫ زﺑﺎن ﻓﺎرﺳﯽ از ﻋﻄﺎر ﻧﯿﺸﺎﭘﻮری )‪ ۶۱۷‬ﻗﻤﺮی( در ﺑﺎره ﺷﺮح ﺣﺎل‬
‫‪ ۹۷‬ﺗﻦ )ﻧﻔﺮ(‪ .‬اﯾﻦ ﮐﺘﺎب ﺑﯿﻮﮔﺮاﻓﯽ ﺷﺎﻋﺮان‪ ،‬ﻧﻮﯾﺴﻨﺪه ﮔﺎن‪ ،‬داﻧﺸﻤﻨﺪان و ﺻﻮﻓﯿﺎن )ﻣﺮدﻣﺎن ﺧﺪا ﭘﺮﺳﺖ( ﻣﺸﮭﻮر درج ﺷﺪه اﺳﺖ‪.‬‬
‫ﺗﺬﮐﺮةاﻻوﻟﯿﺎء ﻧﻤﻮﻧﮫ )ﻣﺜﺎل( ھﺎی از رﻓﺘﺎر‪ ،‬ﮐﺮدار‪ ،‬اﻓﮑﺎر )طﺮز ﻓﮑﺮ( و ﮔﻔﺘﺎر ﻋﺎرﻓﺎن )ﺧﺪا ﭘﺮﺳﺘﺎن( را ﺑﯿﺎن ﻣﯽ ﮐﻨﺪ ﺗﺎ‬
‫ﺧﻮاﻧﻨﺪه ﮔﺎن از اﯾﻦ ﮔﻔﺘﺎر ھﺎ درس ھﺎی ﻋﻤﻠﯽ ﮔﺮﻓﺘﮫ و در زﻧﺪه ﮔﯽ ﺧﻮد ﺗﻄﺒﯿﻖ )اﺟﺮا( ﻧﻤﺎﯾﻨﺪ‪.‬‬
‫ﺗﺬﮐﺮةاﻻوﻟﯿﺎء ﮐﺘﺎب ﻋﺮﻓﺎﻧﯽ اﺳﺖ ﮐﮫ ﺑﮫ ﻧﺜﺮ ﺳﺎده ﻧﻮﺷﺘﮫ ﺷﺪه‪ .‬اﯾﻦ ﮐﺘﺎب ‪ ۷۲‬ﺑﺎب )ﻓﺼﻞ( دارد‪ .‬ھﺮ ﻓﺼﻞ ﺷﺮح ﺣﺎل زﻧﺪه ﮔﯽ‪،‬‬
‫اﻧﺪﯾﺸﮫھﺎ )اﻓﮑﺎر( و ﺳﺨﻨﺎن ﻋﺎرﻓﺎن )ﺧﺪا ﭘﺮﺳﺘﺎن( و ﻋﺎﻟﻤﺎن ﺗﺼﻮف را ﺗﻮﺿﯿﺢ ﻣﯽ ﮐﻨﺪ‪ .‬در اﯾﻦ ﮐﺘﺎب از اﺧﻼق و ﺳﺨﻨﺎن‬
‫ﺣﮑﻤﺖ آﻣﯿﺰ دﺳﺘﺎن ﺧﺪا ذﮐﺮ ﺷﺪه اﺳﺖ‪ .‬ﻧﺨﺴﺘﯿﻦ ﺑﺎب )ﻓﺼﻞ اول( درﺑﺎره زﻧﺪه ﮔﯽ و ﺳﺨﻨﺎن ﺟﻌﻔﺮ ﺻﺎدق اﺳﺖ‪ ،‬و ﺑﺎب )ﻓﺼﻞ(‬
‫ھﻔﺘﺎد و دوم ﺑﮫ ﺣﺴﯿﻦ ﺑﻦ ﻣﻨﺼﻮر ﺣﻼج )ﻣﺘﻮﻓﯽ ‪ (۳۰۹‬اﺧﺘﺼﺎص داده ﺷﺪه‪ .‬ھﻔﺘﺎد و دو ﻓﺼﻞ ﺗﺎ ﻗﺮن دھﻢ ھﺠﺮی ﻧﻮﺷﺘﮫ ﺷﺪه‪.‬‬
‫اﻣﺎ ﭘﺲ از ﻗﺮن دھﻢ ﻓﺼﻞھﺎی دﯾﮕﺮی ﺑﺎ ﻋﻨﻮان »ذﮐﺮ ﻣﺘﺄﺧﺮان از ﻣﺸﺎﯾﺦ ﮐﺒﺎر« ﺑﺮ اﯾﻦ ﮐﺘﺎب اﻓﺰوده )زﯾﺎد( ﺷﺪه ﮐﮫ ﺣﺎﻻت و‬
‫ﺳﺨﻨﺎن ‪ ۲۵‬ﺗﻦ از ﻋﺎرﻓﺎن )ﺧﺪا ﭘﺮﺳﺘﺎن( ﻗﺮنھﺎی ﭼﮭﺎرم و ﭘﻨﺠﻢ را درﺑﺮ دارد‪ .‬در اﯾﻦ ﮐﺘﺎب از ﮐﺴﺎﻧﯽ ﭼﻮن اوﯾﺲ ﻗﺮﻧﯽ‪،‬‬
‫اﺑﺮاھﯿﻢ ادھﻢ‪ ،‬راﺑﻌﮫ ﻋﺪوﯾﮫ‪ ،‬اﺑﻮﺣﻨﯿﻔﮫ‪ ،‬ﺷﺎﻓﻌﯽ‪ ،‬اﺣﻤﺪ ﺣﻨﺒﻞ و ﻣﺤﻤﺪ ﺑﺎﻗﺮ ﯾﺎد ﺷﺪه اﺳﺖ‪.‬‬
‫______________________________________________________________________________‬
Reading Strategies
Active Reading
As you read, actively engage with the text by asking questions, making connections, and
summarizing key points. This will help you better understand and remember what you are
reading.

1. Tazkira al-Awliya is a book written in Persian by Attar Nishapuri. ‫ص‬
The book contains biographies of 97 individuals, including poets,
2. ‫ص‬
writers, scholars, and Sufis.
Tazkira al-Awliya provides practical lessons that readers can apply in
3. ‫ص‬
their lives.
4. The book is written in simple prose with occasional eloquent parts. ‫ص‬
Tazkira al-Awliya consists of an introduction and 72 chapters, each
5. focusing on the life and teachings of a different mystic or elder of ‫ص‬
Sufism.
6. The first chapter of the book is dedicated to Jafar Sadiq. ‫ص‬
7. The final chapter of the book is about Hossein bin Mansour Hallaj. ‫ص‬
The original manuscripts of Tazkira al-Awliya up to the 10th century
8. ‫ص‬
contain 72 chapters.
After the 10th century, additional chapters titled "The Later Mentions of
9. ‫ص‬
the Elders" were added to the book.
The book mentions notable figures like Owais Qorani, Ibrahim Adham,
10. Rabia Adawiya, Abu Hanifah, Shafi'i, Ahmad Hanbal, and Muhammad ‫ص‬
Baqir.
______________________________________________________________________________
Learning Activity 15. Work with a partner or alone. Read the article “Tazkirat al-Awliyā” and
Singular Verb Pre/

Work with a partner or alone and write in Dari a few essential facts related to Dari literature
using your own words.
______________________________________________________________________________
nouns, etc.).
‫ﻓﺼﻞ‬ ‫ﺗﺬﮐﺮةاﻻوﻟﯿﺎء‬ ‫رﻓﺘﺎر و ﮐﺮدار‬ ‫ﻋﻄﺎر ﻧﯿﺸﺎﭘﻮری‬ ‫ﺟﻌﻔﺮ ﺻﺎدق‬
.‫ ﮐﺘﺎب ___________ ﺷﺮح ﺣﺎل ﺷﺎﻋﺮان و ﻋﺎرﻓﺎن زﺑﺎن ﻓﺎرﺳﯽ اﺳﺖ‬۱
.‫ اﯾﻦ ﮐﺘﺎب ﺧﻮاﻧﻨﺪه ﮔﺎن را ﺑﮫ ____________ ﻧﯿﮏ دﻋﻮت ﻣﯽ ﮐﻨﺪ‬۲
.‫ ﻧﻮﯾﺴﻨﺪه ﮐﺘﺎب ﺗﺬﮐﺮةاﻻوﻟﯿﺎء ______________ اﺳﺖ‬۳
.‫ __________ دارد‬۷۲ ‫ ﮐﺘﺎب ﺗﺬﮐﺮةاﻻوﻟﯿﺎء‬۴
.‫ اوﻟﯿﻦ ﻓﺼﻞ اﯾﻦ ﮐﺘﺎب درﺑﺎره زﻧﺪه ﮔﯽ و ﺳﺨﻨﺎن___________ اﺳﺖ‬۵
Key:
۵ ۴ ۳ ۲ ۱
‫ﺟﻌﻔﺮ ﺻﺎدق‬ ‫ﻓﺼﻞ‬ ‫ﻋﻄﺎر ﻧﯿﺸﺎﭘﻮری‬ ‫رﻓﺘﺎر و ﮐﺮدار‬ ‫ﺗﺬﮐﺮةاﻻوﻟﯿﺎء‬
Learning Activity 18. Refer to both “Tazkira al-Awliya” passages. Work with a partner or
alone. Write an email in Dari to a friend and provide key information about the book. Also,
mention if anything in the passage has surprised you. Use an online Dari/Persian dictionary to
look up some words.
______________________________________________________________________________
Learning Activity 19. Compare Dari literature with literature from your own culture. What
similarities and differences do you notice? Write your findings in Dari.
Learning Activity 20. Work with a partner or alone. Describe the role that Dari poetry plays in
contemporary Afghan society. Make sure to look up some information online to enhance your
knowledge.
______________________________________________________________________________
The Shahnameh: Preserving Persian Myths, Legends, and History
The Shahnameh, composed between 977-1010 CE by the poet Abolqasem Ferdowsi, is an epic
tale that serves to preserve Persia's ancient myths, legends, history,
language, and culture. It is the most extended single-authored work in
world literature /‫ادﺑﯿﺎت‬, consisting of 50,000 rhymed couplets, 62 stories,
and 990 chapters.
Ferdowsi began writing Shahnameh in the late 10th century / ‫ ﻗﺮن‬and

completed it around the year 1010. The entire process took approximately
35 years to finish. Ferdowsi dedicated a significant portion of his life to
this monumental work, which is considered one of the greatest literary
achievements in Persian literature.
Commissioned by Mansur I of the Samanid Dynasty, the book

was originally started by the poet Daqiqi but completed by
Ferdowsi during the Ghaznavid Dynasty. It encompasses
famous /‫ ﻣﺸﮭﻮر‬stories from Persian myth, legend, and history,
covering the entire timeline of ancient Persia, starting from the
creation of the world and concluding with the Arab conquest that
led to the fall of the Sassanian Empire in 651 CE.
Despite the devastating impact of the conquest on Persian

culture, the Abbasid Caliphate's rise brought a renewed
appreciation for Persian culture, leading to the revival and
encouragement of Persian literature and art.
A sample verse from Shahnameh is:
Powerful is the one who possesses the knowledge, ‫ﺗﻮاﻧﺎ ﺑﻮد ھﺮﮐﮫ داﻧﺎ ﺑﻮد‬
With a wise heart, they transcend the limitations of age ‫زداﻧﺶ دل ﭘﯿﺮ ﺑﺮﻧﺎ ﺑﻮد‬
Source: The Epic of Shahnameh - A Thousand Years of the Persian Book | Exhibitions (Library of Congress) (loc.gov)
______________________________________________________________________________
Learning Activity 21. Research on the internet or brainstorm with your partner. Discuss how
Dari literature reflects Afghanistan's cultural, social, and historical nuances. Write your findings
in the following space:
Learning Activity 22. Based on your acquired knowledge and experiences, craft a social media
post for a Dari language blog. Discuss how Dari poetry, as a literary genre, mirrors and interacts
with the social and cultural milieu of its creation. Describe how these poems express themes like
love, loss, identity, and the quest for meaning. Remember to research additional information
online to enrich your post.
______________________________________________________________________________
DARI PROVERB
.(‫ ﮔﭗ ﻣﯽ ﺧﯿﺰه )ﻣﯽ ﺧﯿﺰد‬،‫از ﮔﭗ‬
Transliteration: az gap gap me xeza.
Literal: From talk, more talk arises.
Meaning: Engaging in extensive conversations about a particular subject increases the

probability of encountering disagreements and disputes. The more you delve into discussing a
topic, the higher the chance of conflict.
1. I can describe the Tazkira al-Awliya.

I can explain the significance Tazkira al-Awliya as related to Dari/Persian
2.
literature.
3. I can identify the main themes in Dari poetry.
I can discuss how Dari poetry reflect the culture, history, and values of the
4.
Afghans.
______________________________________________________________________________
LESSON 2
‫درس اول‬
DARI POETS
‫ﺷﺎﻋﺮان زﺑﺎن دری‬
● How have Dari poets used language and literary devices unique to Dari culture to
create their poetry?
● How can the work of Dari poets help us better understand the complex history,
culture, and society of the Dari speakers?
‫اﻧﺪر دل ﻣﻦ ﻣﮭﺎ دل اﻓﺮوز ﺗﻮﯾﯽ‬

‫ﯾﺎران ھﺴﺘﻨﺪ ﻟﯿﮏ دﻟﺴﻮز ﺗﻮﯾﯽ‬
‫ﺷﺎدﻧﺪ ﺟﮭﺎﻧﯿﺎن ﺑﮫ ﻧﻮروز و ﺑﮫ ﻋﯿﺪ‬
‫ﻋﯿﺪ ﻣﻦ و ﻧﻮروز ﻣﻦ اﻣﺮوز ﺗﻮﯾﯽ‬
«‫»ﻣﻮﻟﻮی‬
In my heart, you are the heart illuminator,
Friends may exist, but you are the one who truly cares.
The world is happy on Norouz and Eid,
But you are my Eid and Norouz today
Discuss the following question with a partner. Write down the main points on a piece of paper.
● Who are some of the most famous Dari language poets, and what are their most famous
works?
______________________________________________________________________________
In this lesson, you will identify a few most famous Dari poets and their works. You will also be
able to explain how Dari poets help us better understand Afghan complex history, culture, and
society. The grammatical aspect of the lesson will focus on the present subjective (permission
and commands). The first part of the lesson focuses on colloquial Dari, while the second part
______________________________________________________________________________
‫‪DARI POETS‬‬
‫‪Learning Activity 1. As you listen to the passage, think about of the most significant features of‬‬
‫‪Dari literature and their connection to Afghan culture and history. The standard form of some‬‬
‫‪words is provided inside the brackets.‬‬
‫‪Dari/Persian Poets‬‬
‫ﺑﮭﺮام ﮔﻮر ‪ -‬ﻧﺨﺴﺘﯿﻦ ﺷﺎﻋﺮ دری زﺑﺎن‬
‫ﺑﮭﺮام ﮔﻮر ﭘﺎدﺷﺎه ﺳﺎﺳﺎﻧﯽ و ﯾﮑﯽ از ﭼﮭﺮهھﺎی ﻣﺸﮭﻮر ده )در( ادﺑﯿﺎت زﺑﺎن ﻓﺎرﺳﯽ ﺑﻮد‪ .‬ﺑﮫ ﮔﻤﺎن اﻏﻠﺐ‪ ،‬او ﯾﮑﯽ از اول‬
‫)ﻧﺨﺴﺘﯿﻦ( ﺷﺎﻋﺮان ﺷﻨﺎﺧﺘﮫ ﺷﺪه ﭘﺎرﺳﯽ ﮔﻮ ﺑﻮده )ﺑﻮده اﺳﺖ(‪ .‬او )وی( درﺳﺎل ھﺎی ‪ ۴۳۸-۴۲۰‬ﻣﯿﻼدی زﻧﺪه ﮔﯽ ﻣﯿﮑﺮد )ﻣﯽ‬
‫زﯾﺴﺖ(‪ .‬او ﻋﻼﻗﮫ زﯾﺎدی ﺑﮫ ﺷﮑﺎر داﺷﺖ‪ ،‬از ھﻤﯽ )ھﻤﯿﻦ( ﺧﺎطﺮ )اﯾﻦ دﻟﯿﻞ( ﻟﻘﺐ »ﺑﮭﺮام ﮔﻮر« )ﺑﮫ ﻣﻌﻨﯽ ﺷﮑﺎرﮔﺮ ﮔﻮرﺧﺮ(‬
‫را ﺑﮫ او دادهان )اﻧﺪ(‪.‬‬
‫ﯾﮑﯽ از اﺷﻌﺎر ﻣﺸﮭﻮر )ﻣﻌﺮوف( ﺑﮭﺮام ﺷﻌﺮی اس ﮐﮫ او ﺧﻮده )ﺧﻮدر را( ﺷﯿﺮ ﺧﻮاﻧﺪه و از ﺧﻮد ﺑﮫ ﺻﻔﺖ ﯾﮏ ﺟﻨﮕﺠﻮی‬
‫دﻟﯿﺮ ﯾﺎد ﮐﺮده )ﮐﺮده اﺳﺖ(‪:‬‬
‫ﻣﻨﻢ آن ﭘﯿﻞ دﻣﺎن و ﻣﻨﻢ آن ﺷﯿﺮ ﯾﻠﮫ‬

‫ﻧﺎم ﻣﻦ ﺑﮭﺮام ﮔﻮر و ﮐﻨﯿﺘﻢ ﺑﻮﺟﺒﻠﮫ‬
‫ﺷﺎﻋﺮان ﻣﻌﺮوف ﺑﺸﻤﻮل ﻋﻤﺮ ﺧﯿﺎم‪ ،‬ﺳﻌﺪی‪ ،‬و ﺣﺎﻓﻆ ﻧﯿﺰ از ﺑﮭﺮام ﮔﻮر در آﺛﺎر ﺧﻮد ﯾﺎد ﮐﺮده اﻧﺪ‪.‬ﻓﺮدوﺳﯽ ھﻢ ده )در( اﺛﺮ‬
‫ﻣﺸﮭﻮر ﺧﻮد »ﺷﮭﻨﺎﻣﮫ« ﮐﮫ درﺑﺎر ٴه ﭘﺎدﺷﺎھﺎن ﺳﺎﺳﺎﻧﯽ ﻧﻮﺷﺘﮫ )ﻧﻮﺷﺘﮫ اﺳﺖ(‪ ،‬از ﺑﮭﺮام ﮔﻮر ﯾﺎد ﮐﺮده )ﮐﺮده اﺳﺖ(‪ .‬ﯾﮑﯽ از‬
‫داﺳﺘﺎنھﺎﯾﯽ ﺷﮭﻨﺎﻣﮫ‪ ،‬داﺳﺘﺎن ﺑﮭﺮام و آزاده اس‪ .‬آزاده‪ ،‬ﻧﺎم دﺧﺘﺮ روﻣﯽ ﺑﻮد ﮐﮫ ﺑﺮ )ﺑﺮای( ﺑﮭﺮام ﮐﻨﯿﺰی و ﺧﺪﻣﺖ ﻣﯽ ﮐﺮد‪.‬‬
‫ھﻨﮕﺎﻣﯽ ﮐﮫ ﺑﮭﺮام ﺑﮫ ﺷﮑﺎر ﻣﯿﺮﻓﺖ‪ ،‬آزاده را ﭘﺸﺖ ﺑﮫ ﺧﻮدش ﺳﻮار ﺑﺮ ﺷﺘﺮ ﻣﯿﮑﺮد و ﺑﺎ ﺧﻮد ﺑﮫ ﺷﮑﺎرﮔﺎه ﻣﯽ ﺑﺮد‪.‬‬
‫______________________________________________________________________________‬
.‫داﺳﺘﺎن ھﺎ و ﻗﺼﮫ ھﺎی ﺑﮭﺮام ﮔﻮر ﺑﮫ ﺧﺎطﺮ)دﻟﯿﻞ( اھﻤﯿﺖ اﺧﻼﻗﯽ و ﻓﻠﺴﻔﯽ ﮐﮫ دارن ﻣﻮرد ﻋﻼﻗﮫ ﺧﻮاﻧﻨﺪه ﮔﺎن ﻗﺮار ﻣﯿﮕﯿﺮه‬
(‫ﺷﺨﺼﯿﺖ ﺑﮭﺮام ﮔﻮر اﻏﻠﺐ ﺑﮫ ﻋﻨﻮان ﺳﻤﺒﻮل )ﻧﻤﺎدی( از ﻋﻘﻞ )ﺧﺮد( اس و ﻗﺼﮫ ھﺎی او ﺑﺨﺶ ﺟﺪا ﻧﺎﺷﺪﻧﯽ )ﺟﺪاﯾﯽ ﻧﺎﭘﺬﯾﺮ‬
.‫ﻓﻮﻟﮑﻠﻮر زﺑﺎن ﻓﺎرﺳﯽ دری ﺑﻮده ﮐﮫ از ﯾﮏ ﻧﺴﻞ ﺑﮫ ﻧﺴﻞ دﯾﮕﺮ اﻧﺘﻘﺎل ﻣﯽ ﮐﻨﮫ‬
Source: ‫( ﺑﮭﺮام ﮔﻮر | داﻧﺸﻨﺎﻣﮫ ﻓﺮھﻨﮓ ﻣﺮدم اﯾﺮان | ﻣﺮﮐﺰ داﺋﺮةاﻟﻤﻌﺎرف ﺑﺰرگ اﺳﻼﻣﯽ‬cgie.org.ir)
The Significance of Dari Poetry: Unveiling Afghan Identity and Cultural Heritage
Dari poetry holds a significant /‫ ﻗﺎﺑﻞ ﺗﻮﺟﮫ‬place in the literary tradition of Afghanistan and the
wider Persian-speaking world. Dari poets skillfully employ language and literary devices
unique to Dari culture to create their poetry. The rich and poetic nature of the Dari language
allows poets to express intricate emotions, cultural nuances, and historical references. They
often employ metaphors, symbolism, and imagery /‫ ﺗﺼﻮﯾﺮﺳﺎزی‬to convey complex ideas and
evoke deep emotions within the readers. Additionally, Dari poetry frequently incorporates
elements of Sufism, showcasing the spiritual and mystical dimensions of Afghan culture.
The work of Dari poets serves as a window into the complex history, culture, and society
/‫ ﺟﺎﻣﻌﮫ‬of Dari speakers. Through their poetry, we gain insights into the values, traditions, and
aspirations of the Afghan people. Dari poets chronicle historical events, celebrate heroes, and
lament tragedies, offering glimpses into the collective memory and shared experiences of the
Dari-speaking community. Their verses shed light on the social fabric, customs, and societal
dynamics, providing a deeper understanding of the diverse / ‫ ﻣﺘﻨﻮع‬،‫ ﮔﻮﻧﺎﮔﻮن‬cultural tapestry of
Afghanistan. Moreover, Dari poetry serves as a means of preserving and transmitting cultural
heritage, ensuring that the traditions and wisdom of the Dari-speaking people are passed down
through generations.
In essence, the poetry of Dari poets captures the essence of Afghan identity, reflecting the
beauty, struggles, aspirations, and resilience of the Dari-speaking community. It serves as a
valuable resource for exploring and appreciating/ ‫ ﻗﺪرداﻧﯽ ﮐﺮدن‬the multi-layered history,
culture, and society of the Afghan people.
______________________________________________________________________________
the first walin/naxastin ‫ ﻧﺨﺴﺘﯿﻦ‬/ ‫اوﻟﯿﻦ‬ ۱
well known šn āxta šada ‫ﺷﻨﺎﺧﺘﮫ ﺷﺪه‬ ۲
Persian speaking pārsi go ‫ﭘﺎرﺳﯽ ﮔﻮ‬ ۳
to live zandagi kardan/zistan ‫ زﯾﺴﺘﻦ‬/ ‫زﻧﺪه ﮔﯽ ﮐﺮدن‬ ۴
famous mašhur ‫ ﻣﻌﺮوف‬/ ‫ﻣﺸﮭﻮر‬ ۵
brave warrior jangjoy daler ‫ﺟﻨﮕﺠﻮی دﻟﯿﺮ‬ ۶
effects āsār ‫آﺛﺎر‬ ۷
to remember y ād kardan ‫ﯾﺎد ﮐﺮدن‬ ۸

qesa dāstān
story ‫ داﺳﺘﺎن‬/ ‫ﻗﺼﮫ‬ ۹
moral significance ahmyt axlāqi ‫اھﻤﯿﺖ اﺧﻼﻗﯽ‬ ۱۰
philosophical falsafi ‫ﻓﻠﺴﻔﯽ‬ ۱۱
a symbol of wisdom namāde az xarad ‫ﻧﻤﺎدی از ﺧﺮد‬ ۱۲
stay on qarār garaftan ‫ﻗﺮار ﮔﺮﻓﺘﻦ‬ ۱۳
inseparable jadāi nāpazir ‫ﺟﺪاﯾﯽ ﻧﺎﭘﺬﯾﺮ‬ ۱۴
folklore folklor ‫ﻓﻮﻟﮑﻠﻮر‬ ۱۵
______________________________________________________________________________
Empathetic Listening
This approach involves putting yourself in the speaker's shoes and understanding their
perspective and feelings. Focus on choosing words and phrasing that maintain the original
meaning.
brave warrior ‫ﺟﻨﮕﺠﻮی دﻟﯿﺮ‬
Persian speaking ‫ﭘﺎرﺳﯽ ﮔﻮ‬
well known ‫ﺷﻨﺎﺧﺘﮫ ﺷﺪه‬
to remember ‫ﯾﺎد ﮐﺮدن‬
significance ‫اھﻤﯿﺖ‬
moral ‫اﺧﻼﻗﯽ‬
symbol ‫ﻧﻤﺎد‬
folklore ‫ﻓﻮﻟﮑﻠﻮر‬
first ‫ﻧﺨﺴﺘﯿﻦ‬
famous ‫ﻣﻌﺮوف‬
Learning Activity 4. Define the meaning of the Dari words in English.
as a symbol ‫ﺑﮫ ﻋﻨﻮان ﻧﻤﺎدی‬
generation ‫ﻧﺴﻞ‬
story ‫داﺳﺘﺎن‬
singer ‫ﺧﻮاﻧﻨﺪه ﮔﺎن‬
character ‫ﺷﺨﺼﯿﺖ‬
hunt ‫ﺷﮑﺎر‬
______________________________________________________________________________
statements.

Bahram Gur was a Sassanid king. ‫ص‬
Bahram Gur was one of the famous figures in Persian language literature. ‫ص‬
Bahram Gur was one of the first known Persian-speaking poets. ‫ص‬
Bahram Gur lived in 420-438 AD. ‫ص‬
Bahram Gur was given the nickname "Bahram Gur" because he was a zebra
‫ص‬
hunter.
Bahram Gur referred to himself as a lion in one of his famous poems. ‫ص‬
Famous poets like Omar Khayyam, Saadi, and Hafez have mentioned
‫ص‬
Bahram Gur in their works.
Ferdowsi mentioned Bahram Gur in his famous work "Shahnameh." ‫ص‬
Azadeh was the name of a Roman girl who served as a maidservant to
‫ص‬
Bahram Gur.
The stories and adventures of Bahram Gur are enjoyed by readers due to
‫ص‬
their moral and philosophical importance.
______________________________________________________________________________
Khwaja Abdullah Ansari ‫ﺧﻮاﺟﮫ ﻋﺒﺪﷲ اﻧﺼﺎری‬
Khwaja Abdullah Ansari (1006-1088), commonly /‫ﻣﻌﻤﻮﻻ‬

referred to as Pir-e Herat, was a famous Persian Sufi who lived
in the 11th century in Herat (then Khorasan, now Herat province,
Afghanistan). He was a renowned Sufi poet and philosopher.
Ansari was a commentator /‫ ﻣﻔﺴﺮ‬on the Qur'an, scholar of
the Hanbali school of thought. Ansari was a direct descendant of
Abu Ayyub al-Ansari, a companion of the Prophet Muhammad,
being the ninth in line from him.
His poetry embodies deep spiritual wisdom and mystical insights,

focusing on themes such as divine love, self-realization, and the
journey towards enlightenment /‫ﺑﮫ ﺳﻮی روﺷﻨﮕﺮی‬. Ansari's
contributions to Dari literature lie in his ability to articulate
complex spiritual concepts in accessible language, thereby
enriching Afghan culture with a profound understanding of
spirituality and inner exploration.
Oh Lord, intoxicate me with the wine of love, ‫ﯾﺎرب ز ﺷﺮاب ﻋﺸﻖ ﺳﺮﻣﺴﺘﻢ ﮐﻦ‬
And make me empty of everything but Your love. ‫وز ﻋﺸﻖ ﺧﻮدت ﻧﯿﺴﺖ ﮐﻦ و ھﺴﺘﻢ ﮐﻦ‬
Empty my hands of everything except Your love, ‫از ھﺮﭼﮫ ﺑﺠﺰ ﻋﺸﻖ ﺧﻮدت ﺗﮭﯽ دﺳﺘﻢ ﮐﻦ‬
Bind me once and for all in the shackles of love. ‫ﯾﮑﺒﺎره ﺑﮫ ﺑﻨﺪ ﻋﺸﻖ ﭘﺎ ﺑﺴﺘﻢ ﮐﻦ‬
" Khwaja Abdullah Ansari" «‫»ﺧﻮاﺟﮫ ﻋﺒﺪﷲ اﻧﺼﺎری‬

Image: Stamps of Tajikistan, 2010-09 - Abdullah Ansari - Wikipedia
______________________________________________________________________________
Listen to the passage “‫ ﻧﺨﺴﺘﯿﻦ ﺷﺎﻋﺮ دری زﺑﺎن‬- ‫ﺑﮭﺮام ﮔﻮر‬.” Then choose two supporting ideas from
the passage and complete the following organizational chart for each idea. Provide supporting
details and offer examples.
Main Idea: ‫ ﻧﺨﺴﺘﯿﻦ ﺷﺎﻋﺮ دری زﺑﺎن‬- ‫ﺑﮭﺮام ﮔﻮر‬
Example: Example:
Learning Activity 7. Work with a partner or alone. Read the passage.

“‫ ﻧﺨﺴﺘﯿﻦ ﺷﺎﻋﺮ دری زﺑﺎن‬- ‫ ”ﺑﮭﺮام ﮔﻮر‬and complete the following table by writing the part of speech.
Singular Verb Pre/

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Abu 'Abd Allāh Ja'far ibn Mohammad al-Rūdhakī ‫اﺑﻮ ﻋﺒﺪﷲ ﺟﻌﻔﺮ ﺑﻦ ﻣﺤﻤﺪ رودﮐﯽ‬
Rudaki, a poet of the central Asian region, lived during a period of political decline/‫اﻓﻮل ﺳﯿﺎﺳﯽ‬
in Persian power but witnessed the growth of intellectual power in Iran. Despite being born into
poverty/‫ ﻓﻘﺮ‬in the village of Rudak in 858, Rudaki (in today's town of Panjikent, Tajikistan)
played a crucial role in creating an environment that nurtured future great poets such as
Ferdowsi, Umar Khayyam, Rumi, and
Hafiz. While there is limited
information about his early life, some
accounts suggest that he was born blind/
‫ﻧﺎﺑﯿﻨﺎ‬, although this claim is disputed
based on the precision and vividness of
his poetry. Regardless of his visual
impairment, Rudaki produced beautiful
and unforgettable verses during his
lifetime.
Rudaki was known not just as a poet but also as a skilled singer and musician. He held the
position of court poet under the ruler Naṣr II in the city of Bukhara. Rudaki is considered one of
the early pioneers/‫ ﭘﯿﺸﮕﺎﻣﺎن‬of writing in the modern Persian language.
The scent of the river of Mawlanas arises continually, ‫ﺑﻮی ﺟﻮی ﻣﻮﻟﯿﺎن آﯾﺪ ھﻤﯽ‬
Reminding me of the compassionate beloved. ‫ﯾﺎد ﯾﺎر ﻣﮭﺮﺑﺎن آﯾﺪ ھﻤﯽ‬
O Bukhara! Be joyful and long-lasting, ‫ای ﺑﺨﺎرا! ﺷﺎد ﺑﺎش و دﯾﺮ زی‬
The king returns to you happily. ‫ﻣﯿﺮ زی ﺗﻮ ﺷﺎدﻣﺎن آﯾﺪ ھﻤﯽ‬
“Rudaki” «‫»رودﮐﯽ‬
Image: RudakiSomoniTajikistan - ‫ داﻧﺸﻨﺎﻣﮫٴ آزاد‬،‫ وﯾﮑﯽﭘﺪﯾﺎ‬- ‫( رودﮐﯽ‬wikipedia.org)
______________________________________________________________________________
Present Subjunctive: Permission
Permission is commonly sought in Dari using the word [ejāza] « ‫» اﺟﺎزه‬. This word is often used
in a manner similar to the English phrases "to give permission" or "to have permission." By
using [ejāza], individuals can seek approval or consent for specific actions or requests. It is
considered polite to ask for permission using this word in various situations, such as entering
someone's house, borrowing an item, or participating in an activity.
Seeking [ejāza] is a cultural norm in Dari-speaking communities, reflecting respect for others'
boundaries and authority. It is worth noting that the use of [ejāza] may vary across different
contexts and regions within Afghanistan and other Dari-speaking areas.
In standard Dari, the word [ejāza] « ‫ » اﺟﺎزه‬is used with the linking word "ke/‫ﮐﮫ‬." However, in
colloquial Dari, native speakers often omit this word.
English Dari
Standard Colloquial
Do I have permission .‫اﺟﺎزه اﺳﺖ ﮐﮫ ﻋﮑﺲ ﺑﮕﯿﺮم‬ ‫اﺟﺎزه اس ﻋﮑﺲ ﺑﮕﯿﺮم؟‬
to take a picture? Can I
take a picture?
‫ﻣﻦ اﺟﺎزه دارم ﮐﮫ ﻋﮑﺲ ﺑﮕﯿﺮم؟‬ ‫ﻣﮫ اﺟﺎزه دارم ﻋﮑﺲ ﺑﮕﯿﺮم؟‬
‫آﯾﺎ ﻣﻦ اﺟﺎزه دارم ﮐﮫ ﻋﮑﺲ ﺑﮕﯿﺮم؟‬ ‫آﯾﺎ ﻣﮫ اﺟﺎزه دارم ﻋﮑﺲ ﺑﮕﯿﺮم؟‬
Do I have permission to go to ‫اﺟﺎزه اﺳﺖ ﮐﮫ ﺑﮫ ﺑﺎزار ﺑﺮوم؟‬ ‫اﺟﺎزه اس ﺑﺎزار ﺑﺮم؟‬

the market? Can I go to the
market?
‫اﺟﺎزه دارم ﺑﮫ ﺑﺎزار ﺑﺮوم؟‬ ‫اﺟﺎزه دارم ﺑﺎزار ﺑﺮم؟‬
Give him permission to .‫ﺑﺮاﯾﺶ اﺟﺎزه ﺑﺪھﯿﺪ ﮐﮫ ﻋﮑﺲ ﺑﮕﯿﺮد‬ .‫ﺑﺮش اﺟﺎزه ﺑﺘﯽ ﻋﮑﺲ ﺑﮕﯿﺮه‬
take a picture.
Let him take a picture. .‫ﺑﮕﺬارش ﮐﮫ ﻋﮑﺲ ﺑﮕﯿﺮد‬ .‫ﺑﺎﻧﺶ ﮐﮫ ﻋﮑﺲ ﺑﮕﯿﺮه‬
The negative statement is formed by replacing the first letter of the verb to be “‫ ”اﺳﺖ‬to “‫ﻧﯿـ‬/‫”ﻧﯽ‬
For example below:
I do not have permission to .‫اﺟﺎزه ﻧﯿﺴﺖ ﮐﮫ ﻋﮑﺲ ﺑﮕﯿﺮم‬ .‫اﺟﺎزه ﻧﯿﺲ ﻋﮑﺲ ﺑﮕﯿﺮم‬
take a picture.
.‫اﺟﺎزه ﻧﺪارم ﮐﮫ ﻋﮑﺲ ﺑﮕﯿﺮم‬ .‫اﺟﺎزه ﻧﺪارم ﻋﮑﺲ ﺑﮕﯿﺮم‬
______________________________________________________________________________
The subjunctive can be employed when posing questions in specific situations. For example, it is
suitable to use the subjunctive when seeking permission or making a hesitant suggestion.
English Dari
Standard Colloquial
Can/should I take a picture? .‫ﻋﮑﺲ ﺑﮕﯿﺮم‬ ‫ﻋﮑﺲ ﺑﮕﯿﺮم؟‬
Can/should I go to the market? ‫ﺑﮫ ﺑﺎزار ﺑﺮوم؟‬ ‫ﺑﺎزار ﺑﺮم؟‬
Can/should I read this book? ‫اﯾﻦ ﮐﺘﺎب را ﺑﺨﻮاﻧﻢ؟‬ ‫ای ﮐﺘﺎﺑﮫ ﺑﺨﺎﻧﻢ؟‬
Can/should I close the window? ‫ﮐﻠﮑﯿﻦ را ﺑﺴﺘﮫ ﮐﻨﻢ؟‬ ‫ﮐﻠﮑﯿﻨﮫ ﺑﺴﺘﮫ ﮐﻨﻢ؟‬
Learning Activity 8. Write the following sentences in Dari. Use standard language. Use an
online Dari/Persian dictionary to look up any necessary words.
May I go to the party?
You have permission to join the class.
She may not participate in the wedding.
Can you give me permission to write a poem?
You are not allowed to drive.
______________________________________________________________________________
DARI POETS
● What are the significant contributions of famous Dari/Persian poets to literature

and culture, and how have their works shaped the literary and cultural landscape
of Dari/Persian speakers and beyond?
"‫اﺑﻮ ﻣﺤﻤﺪ ﻣﺼﻠﺢ ﺑﻦ ﻋﺒﺪﷲ ﺷﯿﺮازی "ﺳﻌﺪی‬
Learning Activity 10. Before you read the text on the next page, discuss the following question
with a partner.
● Who was Saadi, and how did he contribute to Persian literature?
______________________________________________________________________________
‫‪K-W-L Charts:‬‬
‫‪Create a K-W-L chart (What I Know, What I Want to Know, What I Learned) related to the‬‬
‫‪reading. This can help you identify your prior knowledge, set goals for your reading, and reflect‬‬
‫‪on what you have learned.‬‬
‫‪K-W-L Chart‬‬
‫__________________ ‪Topic:‬‬
‫‪What I (already) Know‬‬ ‫‪What I want to know‬‬ ‫‪What I learned‬‬
‫‪CHP 2. L 2 READING‬‬
‫‪Saadi Shirazi‬‬
‫ﺳﻌﺪی ﺷﯿﺮازی‬
‫اﺑﻮ ﻣﺤﻤﺪ ﻣﺼﻠﺢ ﺑﻦ ﻋﺒﺪﷲ ﺷﯿﺮازی ﻣﺘﺨﻠﺺ ﺑﮫ "ﺳﻌﺪی" در ﺧﺎﻧﻮاده ای ﻣﺬھﺒﯽ در ﺷﯿﺮاز )ﯾﮏ از ﺷﮭﺮ ھﺎی اﯾﺮان اﻣﺮوز(‬
‫ﺑﮫ دﻧﯿﺎ آﻣﺪ )ﺗﻮﻟﺪ ﺷﺪ( و در ھﻤﺎن ﺳﻨﯿﻦ )ﻋﻤﺮ( ﮐﻮدﮐﯽ )طﻔﻠﯽ(‪ ،‬ﺑﮫ ﺧﺎطﺮ ﺣﻤﻠﮫ ی ﻣﻐﻮل ھﺎ ﺑﮫ زادﮔﺎھﺶ )ﻣﺤﻞ‬
‫ﭘﯿﺪاﯾﺶ‪/‬وطﻦ‪/‬ﮐﺸﻮر(‪ ،‬ﻣﺠﺒﻮر ﺑﮫ ﺗﺮک ﺧﺎﻧﮫ ﺷﺪ‪ .‬زﻧﺪﮔﯽ و ﻓﻠﺴﻔﮫ ی او در ﺳﺎل ھﺎی ﺑﻌﺪ‪ ،‬ﺑﮫ ﺷﺪت )زﯾﺎد( ﺗﺤﺖ )زﯾﺮ( ﺗﺄﺛﯿﺮ اﯾﻦ‬
‫روﯾﺪاد )واﻗﻌﺎت( و ﺟﻨﮓ ھﺎی ﺗﻘﺮﯾﺒﺎ ﭘﯿﻮﺳﺘﮫ ای )دواﻣﺪار( ﻗﺮار ﮔﺮﻓﺖ ﮐﮫ آن ﻣﻨﻄﻘﮫ را ﺑﮫ وﯾﺮاﻧﯽ ﮐﺸﺎﻧﺪه ﺑﻮد )ﺧﺮاب ﮐﺮده‬
‫ﺑﻮد(‪.‬‬
‫ﺳﻌﺪی ﺑﮫ ﻋﻨﻮان )ﺻﻔﺖ( ﺷﺎﻋﺮی ﺑﺴﯿﺎر ﺗﻮاﻧﻤﻨﺪ )ﻗﻮی( ﺑﺎ ﭘﯿﺎم ھﺎی ﻣﻌﻨﻮی ﻋﻤﯿﻖ ﺷﻨﺎﺧﺘﮫ ﻣﯽ ﺷﻮد‪ .‬ھﻤﭽﻨﯿﻦ ﻣﯽ ﺗﻮان او را‬
‫ﺐ )ﻣﻌﻤﻮﻵ( زﻧﺪﮔﯽ ﺧﻮد را در ﺳﻔﺮ ﮔﺬراﻧﺪ و در آﺛﺎرش‬‫ﯾﮏ »ﺳﻔﺮﻧﺎﻣﮫ ﻧﻮﯾﺲ« و »ﺗﺎرﯾﺦ ﻧﮕﺎر« ﻧﯿﺰ ﺧﻮاﻧﺪ ﭼﺮا ﮐﮫ او اﻏﻠ ِ‬
‫)ﻧﻮﺷﺘﮫ(‪ ،‬ھﻢ از ﺗﺠﺎرب ﺳﻔﺮھﺎﯾﺶ ﻧﻮﺷﺖ و وﻗﺎﯾﻊ ﺗﺎرﯾﺨﯽ را ﺑﯿﺎن ﮐﺮد‪ .‬ﺳﻌﺪی از ﺗﺤﺼﯿﻼت ﻗﺎﺑﻞ ﺗﻮﺟﮭﯽ ﺑﮭﺮه ﻣﻨﺪ ﺷﺪه ﺑﻮد‬
‫)ﺗﺤﺼﯿﻼت ﻋﺎﻟﯽ داﺷﺖ( و ﻗﺒﻞ از ﺳﻔﺮ ﺑﮫ ﺳﻮرﯾﮫ‪ ،‬ﻣﺼﺮ‪ ،‬ﻋﺮﺑﺴﺘﺎن و ھﻨﺪوﺳﺘﺎن‪ ،‬اﺣﺘﻤﺎﻻ )ﻣﻤﮑﻦ‪/‬ﺷﺎﯾﺪ( در داﻧﺸﮕﺎه‬
‫)ﭘﻮھﻨﺘﻮن( ﺑﻐﺪاد ﺗﺤﺼﯿﻞ ﮐﺮده ﺑﻮد )درس ﺧﻮاﻧﺪه ﺑﻮد(‪.‬‬
‫ﺳﻌﺪی در طﻮل )وﻗﺖ( ﺳﻔﺮھﺎﯾﺶ‪ ،‬از ﺛﺮوﺗﻤﻨﺪان )ﻣﺮدﻣﺎن ﭘﻮﻟﺪار( و اﺷﺨﺎص آﮐﺎدﻣﯿﮏ دوری ﻣﯽ ﺟﺴﺖ )ﻣﯽ ﮐﺮد( و‬
‫ھﻤﻨﺸﯿﻨﯽ )ھﻢ ﻧﺸﯿﻨﯽ( ﺑﺎ ﻣﺮدم ﻋﺎدی را ﺗﺮﺟﯿﺢ ﻣﯽ داد )ﺧﻮش داﺷﺖ(‪ ،‬ﺑﮫ ﺧﺼﻮص اﻓﺮادی ﮐﮫ ﺧﺎﻧﮫ و زﻧﺪه ﮔﯽ ﺧﻮد را در‬
‫______________________________________________________________________________‬
‫ﺟﺮﯾﺎن )وﻗﺖ( ﺣﻤﻠﮫ ی ﻣﻐﻮل ھﺎ و ﻧﺒﺮد )ﺟﻨﮓ( ھﺎی ﻣﯿﺎن )ﺑﯽ( ﻣﺴﻠﻤﺎﻧﺎن و ﻣﺴﯿﺤﯿﺎن از دﺳﺖ داده ﺑﻮدﻧﺪ‪ .‬ﺳﻌﺪی در ﺳﺎل‬
‫‪ ۱۲۵۷‬ﻣﯿﻼدی )‪ ۶۳۵‬ﺧﻮرﺷﯿﺪی( ﺑﮫ ﺷﯿﺮاز ﺑﺎزﮔﺸﺖ )دوﺑﺎره آﻣﺪ( و ﻧﻮﺷﺘﻦ را آﻏﺎز )ﺷﺮوع( ﮐﺮد‪.‬‬
‫ﺳﻌﺪی ﺑﯿﺸﺘﺮ )اﺿﺎﻓﺘﺮ( از ھﺮ ﭼﯿﺰ ﺑﮫ ﺧﺎطﺮ ﻧﻮﺷﺘﻦ ﮐﺘﺎب ھﺎی "ﮔﻠﺴﺘﺎن" و "ﺑﻮﺳﺘﺎن" ﺷﻨﺎﺧﺘﮫ ﻣﯿﺸﻮد )ﻣﻌﺮف اﺳﺖ(‪ .‬اﯾﻦ دو‬
‫ﮐﺘﺎب در راﺑﻄﮫ ﺑﮫ ﻓﻀﯿﻠﺖ ھﺎی اﺧﻼﻗﯽ در زﻧﺪه ﮔﯽ اﻓﺮاد )ﺷﺨﺎص( و ﻣﻮﺿﻮﻋﺎت ﻋﺮﻓﺎﻧﯽ )ﺻﻮﻓﯽ ﮔﺮی( ﺑﮫ ﻣﻨﻈﻮر )ﺑﮫ‬
‫ﻣﻘﺼﺪ( درک )ﻓﮭﻢ( ﻣﺴﺎﺋﻞ اﻟﮭﯽ )ﺧﺪاﯾﯽ( ﻧﻮﺷﺘﮫ ﺷﺪه اﺳﺖ‪.‬‬
‫ﺗﺮﺟﻤﮫ ﺷﻌﺮ ﻣﻌﺮوف »ﺑﻨﯽ آدم اﻋﻀﺎی ﯾﮑﺪﯾﮕﺮﻧﺪ« ﮐﮫ ﺳﻌﺪی آﻧﺮا در ﮐﺘﺎب "ﮔﻠﺴﺘﺎن" ﺳﺮوده اﺳﺖ )ﻧﻮﺷﺘﮫ ﮐﺮده اﺳﺖ( در‬
‫دروازه ورودی )داﺧﻠﯽ( ﻣﻘﺮر )دﻓﺘﺮ( ﺳﺎزﻣﺎن ﻣﻠﻞ ﻣﺘﺤﺪ در ﻧﯿﻮﯾﺎرک ﺣﮏ ﺷﺪه اﺳﺖ )ﮐﻨﺪن ﮐﺎری ‪/‬ﻧﻮﺷﺘﮫ ﺷﺪه اﺳﺖ(‪.‬‬
‫‪Verses Imprinted at the Entrance of the UN Headquarters‬‬ ‫ﺷﻌﺮ ﺳﻌﺪی‬
‫‪All of the sons of Adam are part of one single body,‬‬ ‫ﺑﻨﯽ آدم اﻋﻀﺎی ﯾﮑﺪﯾﮕﺮﻧﺪ‬
‫‪They are of the same essence.‬‬ ‫ﮐﮫ در آﻓﺮﯾﻨﺶ ز ﯾﮏ ﮔﻮھﺮﻧﺪ‬
‫‪When time afflicts us with pain in one part of that body‬‬ ‫ﭼﻮ ﻋﻀﻮی ﺑﮫ درد آورد روزﮔﺎر‬
‫‪All the other parts feel it too.‬‬ ‫دﮔﺮ ﻋﻀﻮھﺎ را ﻧﻤﺎﻧﺪ ﻗﺮار‬
‫‪If you fail to feel the pain of others‬‬ ‫ﺗﻮ ﮐﺰ ﻣﺤﻨﺖ دﯾﮕﺮان ﺑﯽ ﻏﻤﯽ‬
‫‪You do not deserve the name of man [human].‬‬ ‫ﻧﺸﺎﯾﺪ ﮐﮫ ﻧﺎﻣﺖ ﻧﮭﻨﺪ آدﻣﯽ‬
‫”‪“Saadi‬‬ ‫"ﺳﻌﺪی "‬

‫)‪ (iranketab.ir‬آﺷﻨﺎﯾﯽ ﺑﺎ ‪ 10‬ﺷﺎﻋﺮ ﺑﺮﺟﺴﺘﮫ در ادﺑﯿﺎت ﻓﺎرﺳﯽ ‪Source:‬‬
‫‪CHP 2. L 2. AFTER READING‬‬
‫‪Summarize the Main Points‬‬
‫‪Work with a partner or alone and write a brief summary of the main points of the text in your‬‬
‫‪own words. This can help you to remember what you read and to identify the key takeaways.‬‬
‫______________________________________________________________________________‬

Saadi's nickname was "Abu Muhammad Mosleh bin Abdullah Shirazi. ‫ص‬
Saadi was born in Shiraz into a religious family. ‫ص‬
Saadi left home at an early age due to the Mongols' attack on Shiraz. ‫ص‬
Saadi's life and philosophy were greatly influenced by the Mongols' attack
‫ص‬
and the ongoing wars in the region.
Saadi's works include deep spiritual messages as well as accounts of his
‫ص‬
travels and historical references.
Saadi likely received a considerable education and may have studied at the
‫ص‬
University of Baghdad before his travels.
Saadi preferred associating with ordinary people rather than the rich and
‫ص‬
academic circles during his travels.
Saadi returned to Shiraz in 1257 AD and started writing. ‫ص‬
Saadi's notable books include "Golestan" and "Bostan." ‫ص‬
The entrance gate of the United Nations in New York features a translation of
Saadi's famous poem "The children of Adam are members of each other" ‫ص‬
from his book "Golestan."
______________________________________________________________________________
Learning Activity 13. Work with a partner or alone. Read the article “Saadi Shirazi” and
Singular Verb Pre/

Work with a partner or alone and write in Dari a few essential facts related to Dari poets using
your own words.
______________________________________________________________________________
nouns, etc.).
‫ﺗﺤﺼﯿﻼت ﻋﺎﻟﯽ‬ ‫ﻋﺮﻓﺎﻧﯽ‬ ‫ ﺑﻮﺳﺘﺎن‬،‫ﮔﻠﺴﺘﺎن‬ ‫ﺳﺎزﻣﺎن ﻣﻠﻞ‬ ‫ﻣﺮدم ﻋﺎدی‬
.‫ دو ﮐﺘﺎب ﻣﻌﺮوف ﺳﻌﺪی ___________و ____________ اﺳﺖ‬۱
.‫ اﺷﻌﺎر ﺳﻌﺪی ﺑﯿﺸﺘﺮ _________ اﺳﺘﻨﺪ‬۲
.‫ ﯾﮏ از اﺷﻌﺎر ﻣﻌﺮوف ﺳﻌﺪی در دروازه وردی ___________ ﻣﺘﺤﺪ ﻧﻮﺷﺘﮫ ﺷﺪه اﺳﺖ‬۳
.‫ ﺳﻌﺪی دوﺳﺖ داﺷﺖ ﮐﮫ ﺑﺎ _______________ وﻗﺖ ﺑﮕﺬراﻧﺪ‬۴
.‫ ﺳﻌﺪی از _____________ ﺑﺮﺧﻮردار ﺑﻮد‬۵
Key:
۵ ۴ ۳ ۲ ۱
‫ﺗﺤﺼﯿﻼت ﻋﺎﻟﯽ‬ ‫ﻣﺮدم ﻋﺎدی‬ ‫ﺳﺎزﻣﺎن ﻣﻠﻞ‬ ‫ﻋﺮﻓﺎﻧﯽ‬ ‫ ﺑﻮﺳﺘﺎن‬،‫ﮔﻠﺴﺘﺎن‬
______________________________________________________________________________
Mirza Abdul Qadir Bedil ‫ﻣﯿﺮزا ﻋﺒﺪاﻟﻘﺎدر ﺑﯿﺪل‬
The Dari/Persian language has left a significant imprint on the linguistic and cultural landscape
of India, particularly during the Mughal era. Although
predominantly associated with Afghanistan and Iran, Dari's
influence can be seen in the poetry, literature, and lexicon of
many Indian languages. A prominent figure in this cross-cultural
exchange was Mirza Abdul Qader Bidel, commonly known as
Bidel Dehlavi (‫)ﺑﯿﺪل دھﻠﻮی‬. Born in India (1642-1720), Bidel was
a distinguished Dari poet whose philosophical and intricate
verses earned him the title of "the poet of poets". His poetry,
which delved deep into metaphysics and the human soul, greatly
influenced later poets and thinkers not just in India, but
throughout the Persian-speaking world. Even today, Bidel's works are a testament to the rich
confluence of Dari and Indian cultural and intellectual traditions.
The eye that lacks insight is a loop of a trap, ‫ﭼﺸﻤﯽﮐﮫ ﻧﺪارد ﻧﻈﺮی ﺣﻠﻘﮫ دام اﺳﺖ‬
Every lip that doesn't weigh words is the edge of a precipice. ‫ھﺮ ﻟﺐﮐﮫ ﺳﺨﻦ ﺳﻨﺞ ﻧﺒﺎﺷﺪ ﻟﺐ ﺑﺎم اﺳﺖ‬
“Bedil” «‫»ﺑﯿﺪل‬
Learning Activity 16. Refer to both passages in this lesson. Work with a partner or alone. Write
an email in Dari to a friend and tell them about Dari/Persian poets and poetry. Also, mention if
anything the passage has surprised you. Use an online Dari/Persian dictionary to look up some
words.
______________________________________________________________________________
Learning Activity 17. Compare Dari poets and poetry with poets and poetry from your own
culture. What similarities and differences do you notice? Write your findings in Dari.
Learning Activity 18. Work with a partner or alone. Describe the role that Dari/Persian poets
have played in preserving Dari/Persian heritage and culture. Make sure to look up some
information online to enhance your knowledge.
______________________________________________________________________________
Nizami Ganjavi ‫ﻧﻈﺎﻣﯽ ﮔﻨﺠﻮی‬
Nizami Ganjavi was a

celebrated Persian poet who
left an indelible mark on
Persian language and
literature/‫ ادﺑﯿﺎت‬. Born in
Ganja, present-day
Azerbaijan, during the 12th
century, Nizami's works are
renowned for their lyrical
beauty, intricate storytelling,
and profound philosophical
themes. His contributions /
‫ ﻣﺸﺎرﮐﺖ ھﺎ‬to Persian literature include the revitalization of the romance genre and the integration
of Persian cultural elements into his works. Nizami's poetry combines romance, mysticism, and
moral teachings, captivating/‫ ﻓﺮﯾﺒﻨﺪه‬readers with his imaginative narratives. Some of his most
famous writings include the epic poems "Khosrow and Shirin," "Leyli and Majnun," and "Haft
Paykar." These masterpieces not only showcase his poetic genius but also explore themes of
love, devotion, and the human condition. Nizami's enduring influence on Persian literature
continues to inspire generations of poets and readers, making him a literary icon in the Persian
literary tradition.
O [Lord], your name, the finest beginning,

Without your name, how can I start my book
Source; ‫( ﻣﺘﻦ ﮐﺎﻣﻞ ﺷﻌﺮ ای ﻧﺎم ﺗﻮ ﺑﮭﺘﺮﯾﻦ ﺳﺮآﻏﺎز و ﻣﻌﻨﯽ آن | ﺟﺪول ﯾﺎب‬jadvalyab.ir)
______________________________________________________________________________
Learning Activity 19. Research on the internet or brainstorm with your partner the works of
renowned Dari poets and explain how their works serve as mirrors to Afghan society across
different eras? Write your findings in the following space:
Learning Activity 20. Using the knowledge and skills you have gained thus far, develop a one-
page informational document in Dari language. Elaborate on how Dari poets employ language
and literary techniques specific to Dari/Persian culture in their poetry crafting.
______________________________________________________________________________
DARI PROVERB
.‫ ھﻤﺮﻧﮓ ﺟﻤﺎﻋﺖ ﺷﻮ‬،‫ﺧﻮاھﯽ ﻧﺸﻮی رﺳﻮا‬
Transliteration: xwāhi na šawi raswā hamrang jamā't šo.
Literal: If you do not want to be disgraced, become the same color as the crowd.
Meaning: This proverb conveys the idea that to avoid embarrassment or negative attention, it is
often wise to conform to societal norms and expectations. It suggests that standing out or being
different from the majority may invite criticism or judgment, while aligning oneself with the
collective can provide a sense of safety and acceptance. The proverb encourages individuals to
be mindful of their actions and behaviors, urging them to consider the potential consequences
of deviating from social norms.
______________________________________________________________________________

I can describe the most significant features of Dari/Persian poetry as a
1.
genre of literature.
I can explain how Dari/Persian poetry reflects the culture and history of
2.
Dari/Persian speakers.
3. I can identify and talk about the most famous Dari/Persian poets.
4. I can discuss topics that often explore through Dari/Persian poetry.
______________________________________________________________________________
Chapter Objectives:
• Understand the main idea and identify supporting details in a complex and lengthy passages
about Dari literature including poetry.
• Exchange information in conversations on Dari literature including poetry that I have

• Give detailed presentation on Dari literature including poetry that I have researched, using a
• Compare products and practices in my own and other cultures related to Dari literature
including poetry.
______________________________________________________________________________
Topic: Dari Poetry and Literature
Objective: Analyze Dari literary works to understand how they reflect social and cultural
contexts, convey themes, and utilize unique literary devices.
Activity:
• Read selected Dari poems and excerpts from Tazkirat al-Awliya.
• Answer guided questions such as:
• How does Dari poetry reflect its social and cultural context?
• Identify themes of love, loss, identity, and search for meaning in these works.
• What distinguishes Tazkirat al-Awliya from other Dari literary works?
Assessment:
• Written responses to comprehension and analysis questions.
• A short essay on the unique features of Dari poetry.
Objective: Discuss and interpret the significance of Dari poetry and its contributions to
culture and literature.
Activity:
• Group discussions focusing on:
• How Dari poets have used language and literary devices in their work.
• The contributions of famous Dari/Persian poets to literature and culture.
• Explore how these works help understand the history, culture, and society of
Dari speakers.
Assessment:
• Participation in discussions, focusing on your ability to express and support your
ideas.
• Peer feedback on language use, cultural insights, and interaction skills.
Objective: Present a comprehensive understanding of the themes and cultural

significance of Dari poetry and literature.
Activity:
• Prepare a presentation on:
• Analysis of selected Dari poems.
• Discussion on the contributions of Dari/Persian poets to broader literary
and cultural landscapes.
• Include reflections on how these works provide insights into Dari culture and
history.
Assessment:
______________________________________________________________________________
• Self-evaluation focusing on presentation effectiveness and language proficiency.

Activity:
• Group discussion to synthesize learning and reflect on the significance of Dari
literature in understanding cultural diversity.
Assessment:
Notes to Educators:
Select culturally appropriate and accessible Dari literary works for your students. Encourage
critical thinking and deep cultural understanding through these literary analyses.
______________________________________________________________________________
CHP 2. VOCABULARY

branch šāxa ‫ﺷﺎﺧﮫ‬
honorable fazargwār ‫ﺑﺰرﮔﻮار‬
scientist dānašmand ‫داﻧﺸﻤﻨﺪ‬
to be useful kār bard (‫ﮐﺎرﺑﺮد )داﺷﺘﻦ‬
to be used asta f āda kardan ‫ﮐﺮدن‬/‫اﺳﺘﻔﺎده ﺷﺪن‬
documents madārac/asnād ‫اﺳﻨﺎد‬/‫ﻣﺪارک‬
For example, masalan ‫ ﺑﮫ ﮔﻮﻧﮫ ﻣﺜﺎل‬/ ‫ﻣﺜﻶ‬
art hanar ‫ھﻨﺮ‬
literature adabytā ‫ادﺑﯿﺎت‬
word kalama/wāža ‫ واژه‬/ ‫ﮐﻠﻤﮫ‬
to remember yād kardan ‫ﯾﺎد ﮐﺮدن‬
ghazal azal ‫ﻏﺰل‬
parrot toti ‫طﻮطﯽ‬
nightingale / andalib balbal/ 'andalib ‫ ﻋﻨﺪﻟﯿﺐ‬/ ‫ﺑﻠﺒﻞ‬
to speak saxan gaftan ‫ﺳﺨﻦ ﮔﻔﺘﻦ‬
the first walin/naxastin ‫ ﻧﺨﺴﺘﯿﻦ‬/ ‫اوﻟﯿﻦ‬
well known šn āxta šada ‫ﺷﻨﺎﺧﺘﮫ ﺷﺪه‬
Persian speaking pārsi go ‫ﭘﺎرﺳﯽ ﮔﻮ‬
to live zandagi kardan/zistan ‫ زﯾﺴﺘﻦ‬/ ‫زﻧﺪه ﮔﯽ ﮐﺮدن‬
famous mašhur ‫ ﻣﻌﺮوف‬/ ‫ﻣﺸﮭﻮر‬
brave warrior jangjoy daler ‫ﺟﻨﮕﺠﻮی دﻟﯿﺮ‬
effects āsār ‫آﺛﺎر‬
to remember y ād kardan ‫ﯾﺎد ﮐﺮدن‬
story qesa dāstān ‫ داﺳﺘﺎن‬/ ‫ﻗﺼﮫ‬
moral significance ahmyt axlāqi ‫اھﻤﯿﺖ اﺧﻼﻗﯽ‬
philosophical falsafi ‫ﻓﻠﺴﻔﯽ‬
a symbol of wisdom namāde az xarad ‫ﻧﻤﺎدی از ﺧﺮد‬
stay on qarār garaftan ‫ﻗﺮار ﮔﺮﻓﺘﻦ‬
inseparable jadāi nāpazir ‫ﺟﺪاﯾﯽ ﻧﺎﭘﺬﯾﺮ‬
folklore folklor ‫ﻓﻮﻟﮑﻠﻮر‬
______________________________________________________________________________
‫‪CHAPTER THREE‬‬
‫‪LIFE CYCLE‬‬
‫ﭼﺮخ ﯾﺎ دوران زﻧﺪه ﮔﯽ‬
‫ﮐﺎر و درآﻣﺪ‬
‫ﺗﻔﺮﯾﺢ و‬
‫ﺳﺮﮔﺮﻣﯽ‬
‫رواﺑﻂ‬
‫ﻋﺎطﻔﯽ‬
‫ارﺗﺒﺎطﺎت‬ ‫ﭼﺮخ‪/‬دوران‬
‫اﺟﺘﻤﺎﻋﯽ‬ ‫زﻧﺪه ﮔﯽ‬
‫ﺳﻼﻣﺘﯽ‬
‫ﺧﺎﻧﻮاده‬
‫رﺷﺪ و‬
‫ﺗﻮﺳﻌﮫ ﻓﺮدی‬
‫______________________________________________________________________________‬
LEARNING OBJECTIVES

A. Interpretive Mode: I can understand the main message and supporting details on a wide
variety of familiar and general interest topics across various time frames from complex,
organized texts that are spoken and written.
Chapter Objectives
● Identify the underlying message and some supporting details across major time frames in
descriptive informational texts regarding the Afghan life cycle.
B. Interpersonal Mode: I can maintain spontaneous spoken and written conversations and
discussions across various time frames on familiar, as well as unfamiliar, concrete topics, using
series of connected sentences and probing questions.
Chapter Objectives
● Exchange information and ideas in discussions on a variety of familiar and concrete
academic and social topics, using a few simple paragraphs across major time frames
regarding the Afghan life cycle.
C. Presentational: I can deliver detailed and organized presentations on familiar as well as

unfamiliar concrete topics, in paragraphs and using various time frames through spoken or
written language.
Chapter Objectives
● Tell stories about school and community events and personal experiences, using paragraphs
across major time frames regarding the Afghan life cycle.
D. Intercultural:
● Investigate: In my own and other cultures, I can explain some diversity among products and
practices and how it relates to perspectives.
● Interact: I can interact at a competent level in familiar and some unfamiliar contexts.
Chapter Objectives
● Compare products and practices in my own and other cultures concerning the Afghan life
cycle.
______________________________________________________________________________
LESSON 1
‫درس اول‬
LIFE CYCLE
• What are the traditional stages of the Afghan life cycle, and how do they differ from
Western models of the life cycle?
• How do Afghan cultural and religious beliefs influence the practices and rituals
associated with different stages in their life?
● What are important stages of life in your culture from birth to death?
● How do the stages in the Afghan life cycle differ from Western ones?
______________________________________________________________________________
In this lesson, you will identify and explain the traditional stages of the Afghan life cycle, and
how they differ from the Western life cycle. The grammatical aspects of the lesson will focus on
the present subjective (Commands, Purpose). The first part of the lesson focuses on colloquial
Dari, while the second part covers standard Dari.
______________________________________________________________________________
‫‪LIFE CYCLE‬‬
‫‪Learning Activity 1. As you listen to the passage, think about traditional stages of the Afghan‬‬
‫‪life cycle and how they differ from the Western life cycle. For scaffolding, synonyms of some‬‬
‫‪words are provided inside brackets.‬‬
‫ﻣﺮگ‬ ‫ﭘﯿﺮی‬ ‫ﺑﺎﻟﻐﯽ‬ ‫ﺟﻮاﻧﯽ‬ ‫طﻔﻠﯽ‬ ‫ﺟﻨﯿﻦ‬
‫‪Life Cycle‬‬
‫طﺒﯿﻌﺘﺎ ً )ﻣﻌﻤﻮﻵ( ﭼﺮﺧﮫ ھﺎی )دوران( زﻧﺪه ﮔﯽ ﻓﺮدی )ﺷﺨﺼﯽ( در اﻓﻐﺎﻧﺴﺘﺎن از ﮔﺮوھﯽ ﺑﮫ ﮔﺮوه دﯾﮕﺮ ﻣﺘﻔﺎوت اﺳﺖ )ﻓﺮق‬
‫دارد(‪ ،‬اﻣﺎ ﺷﺒﺎھﺖ ھﺎی زﯾﺎدی ﻧﯿﺰ دارﻧﺪ‪ .‬در ﻣﻨﺎطﻖ روﺳﺘﺎﯾﯽ )دھﺎﺗﯽ(‪ ،‬ﺧﺎﻧﻮاده ھﺎی ﭘﺮﺟﻤﻌﯿﺖ )ﺑﮫ وﯾﮋه ﺗﻌﺪاد ﻣﺮدان( ھﻢ از‬
‫ﻧﻈﺮ اﻗﺘﺼﺎدی )ﻣﺮدان ﺑﯿﺸﺘﺮ در ﻣﺰارع‪/‬ﻓﺎرم ﮐﺎر ﻣﯽ ﮐﻨﻨﺪ ﯾﺎ ﻣﺎﻟﺪاری ﻣﯽ ﮐﻨﻨﺪ( و ھﻢ از ﻧﻈﺮ ﺳﯿﺎﺳﯽ )ﺟﻨﮕﺠﻮﯾﺎن ﺑﯿﺸﺘﺮ( ﻣﮭﻢ‬
‫ھﺴﺘﻨﺪ‪.‬‬
‫ﺧﻮﯾﺸﺎوﻧﺪی ﻋﻨﺼﺮ )رﮐﻦ( اﺳﺎﺳﯽ زﻧﺪﮔﯽ اﻓﻐﺎﻧﯽ اﺳﺖ ﮐﮫ ﺣﻘﻮق و ﻣﺴﺆﻟﯿﺖ ھﺎی اﻓﺮاد را ﺗﻌﯿﯿﻦ ﻣﯽ ﮐﻨﺪ‪.‬‬
‫ﺟﺎﻣﻌﮫ اﻓﻐﺎﻧﺴﺘﺎن اﺳﺎﺳﺂ ﻣﺮدﺳﺎﻻر اﺳﺖ )اﻗﺘﺪار و ﻗﺪرت در دﺳﺖ ﭘﯿﺮﻣﺮدان اﺳﺖ( و ارث از طﺮﯾﻖ ﻣﺮدان اﻧﺠﺎم ﻣﯽ ﺷﻮد‪.‬‬
‫دﺧﺘﺮھﺎ ﺑﻌﺪ از ازدواج ﺑﮫ ﺧﺎﻧﮫ ﺷﻮھﺮﺷﺎن ﻣﯽ روﻧﺪ‪ .‬ﺑﮭﺘﺮﯾﻦ ازدواج )ﻋﺮوﺳﯽ( ﺑﺮای ﯾﮏ اﻓﻐﺎن ازدواج ﺑﺎ ﭘﺴﺮ‪/‬دﺧﺘﺮ‬
‫ﺑﺮادر‪/‬ﺧﻮاھﺮ ﭘﺪرش اﺳﺖ‪ .‬اﯾﻦ ﻋﻤﻞ )ﮐﺎر( ﺧﺎﻧﻮاده ھﺎ را ﺑﺎ ھﻢ وﺻﻞ ﮐﺮده )ﯾﮑﺠﺎ ﺳﺎﺧﺘﮫ( و آﻧﮭﺎ را ﻗﻮی ﻧﮕﮭﻤﯿﺪارد‪ .‬اﻋﻀﺎی‬
‫ﯾﮏ ﺧﺎﻧﻮاده ﻣﻌﻤﻮﻵ ﭘﺪر‪ ،‬ﻣﺎدر‪ ،‬ﺧﻮاھﺮ و ﺑﺮادر و ﮔﺎھﯽ ﭘﺪرﮐﻼن و ﻣﺎدر ﮐﻼن و ﻋﻤﮫ و ﻋﻤﮫ ﻣﺠﺮد ھﺴﺘﻨﺪ‪.‬‬
‫زﻧﺎن اﺧﺘﯿﺎر ﮐﻤﺘﺮی ﺑﺮای ﺗﺼﻤﯿﻢ ﮔﯿﺮی در ﻣﻮرد ﻣﺴﺎﺋﻞ ﺧﺎرج از ﺧﺎﻧﮫ دارﻧﺪ‪ ،‬اﻣﺎ ﺑﮫ طﻮر ﻏﯿﺮرﺳﻤﯽ در ﺗﺼﻤﯿﻢ ﮔﯿﺮی ھﺎی‬
‫ﺧﺎﻧﮕﯽ و اﻏﻠﺐ )ﻣﻌﻤﻮﻵ( در ﻓﻌﺎﻟﯿﺖ ھﺎی ﻏﯿﺮاﻗﺘﺼﺎدی ﻣﺎﻧﻨﺪ ﺧﺮﯾﺪ ﯾﺎ ﻓﺮوش ﻟﻮازم ﺧﺎﻧﮫ ﺗﺼﻤﯿﻢ ﻣﯽ ﮔﯿﺮﻧﺪ‪.‬‬
‫ﺑﺮ اﺳﺎس ﻗﻮاﻧﯿﻦ اﺳﻼﻣﯽ‪ ،‬ﭼﻨﺪ ھﻤﺴﺮی ﺟﺎﯾﺰ اﺳﺖ‪ ،‬ﺑﮫ اﯾﻦ ﻣﻌﻨﺎ ﮐﮫ ﻣﺮد ﻣﯽ ﺗﻮاﻧﺪ ﺗﺎ ﭼﮭﺎر زن داﺷﺘﮫ ﺑﺎﺷﺪ اﮔﺮ ﺑﺘﻮاﻧﺪ ﮐﮫ در‬
‫ﻣﯿﺎن آﻧﮭﺎ ﻋﺪاﻟﺖ را رﻋﺎﯾﺖ ﮐﻨﺪ‪ .‬ﮔﺎھﯽ اوﻗﺎت درﮔﯿﺮی )ﻣﺸﮑﻼت ﯾﺎ ﻣﺸﺎﺟﺮه( ﺑﯿﻦ اﻋﻀﺎی ﺧﺎﻧﻮاده رخ ﻣﯽ دھﺪ )ﺑﻮﺟﻮد ﻣﯽ‬
‫آﯾﺪ(‪ ،‬اﻣﺎ آﻧﮭﺎ ﻣﻌﻤﻮﻵ ﻣﺸﮑﻼت ﺧﻮد را در داﺧﻞ ﺧﺎﻧﮫ ﺣﻞ ﻣﯽ ﮐﻨﻨﺪ و ﻧﻤﯽ ﺧﻮاھﻨﺪ ﮐﮫ اﻓﺮاد ﺧﺎرج از ﺧﺎﻧﮫ و ﺧﺎﻧﻮاده از‬
‫ﻣﺸﮑﻼت ﺷﺎن ﺑﺎ ﺧﺒﺮ ﺷﻮﻧﺪ‪.‬‬
‫‪Source: Dupree, 1973‬‬
‫______________________________________________________________________________‬
Afghan Life Cycle vs. Western Life Cycle
Firstly, the Afghan life cycle ‫ ﭼﺮخ ﯾﺎ دوران‬is heavily influenced ‫ ﺑﮫ ﺷﺪت ﺗﺤﺖ ﺗﺎﺛﯿﺮ ﻗﺮار ﮔﺮﻓﺘﮫ اﺳﺖ‬by
cultural and religious traditions, while Western
models tend to be more individualistic and secular.
For example, Afghan marriage practices often
involve ‫ ﺷﺎﻣﻞ ﮐﺮدن‬the participation of extended
family. Parents or other relatives may also arrange
marriages, while in the West, marriage is often seen
as a personal choice between two individuals ‫دو‬
‫ﺷﺨﺺ‬/‫ﻓﺮد‬.
Secondly, the Afghan life cycle places a strong

emphasis ‫ ﺗﺎﮐﯿﺪ‬on community and family ties, while
Western models may prioritize individualism and independence. In Afghan culture, the family
is seen as the fundamental ‫ اﺳﺎﺳﯽ‬unit of society, and individuals are expected to prioritize the
needs of their family over their own personal desires.
______________________________________________________________________________
practice, use the flashcards activity.
life cycle čarx zandagi ‫ﭼﺮخ زﻧﺪه ﮔﯽ‬ ۱
naturally tabi'atan ‫طﺒﯿﻌﺘﺂ‬ ۲
individual anfrādi ‫اﻧﻔﺮادی‬ ۳
similarity šabāhat ‫ﺷﺒﺎھﺖ‬ ۴
the fields mazāra' ‫ﻣﺰارع‬ ۵
tending the herd māldāri ‫ﻣﺎﻟﺪاری‬ ۶
political syāsi ‫ﺳﯿﺎﺳﯽ‬ ۷
the warrior jangjo ‫ﺟﻨﮕﺠﻮ‬ ۸
kinship xešāwandi ‫ﺧﯿﺸﺎوﻧﺪی‬ ۹
essential element 'ansar asāsi ‫ﻋﻨﺼﺮ اﺳﺎﺳﯽ‬ ۱۰
obligation makalafyat ‫ﻣﮑﻠﻔﯿﺖ‬ ۱۱
the individual fard ‫ﻓﺮد‬ ۱۲
patriarch mard sālār ‫ﻣﺮدﺳﺎﻻر‬ ۱۳
heritage mirās/ars ‫ ارث‬/‫ﻣﯿﺮاث‬ ۱۴
member a'zā ‫اﻋﻀﺎ‬ ۱۵
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Listening for Differences
Speakers often use certain expressions to tell the listener that a different example is coming.
These expressions introduce a contrast between two ideas or examples. For this, speakers often
use the phrases however / ‫ﺧﻮ‬, but / ‫اﻣﺎ‬. For example, see the following sentence from the
passage:
‫ اﻣﺎ ﺑﮫ طﻮر ﻏﯿﺮرﺳﻤﯽ در ﺗﺼﻤﯿﻢ ﮔﯿﺮی ھﺎی ﺧﺎﻧﮕﯽ و اﻏﻠﺐ )ﻣﻌﻤﻮﻵ( در ﻓﻌﺎﻟﯿﺖ ھﺎی ﻏﯿﺮاﻗﺘﺼﺎدی ﻣﺎﻧﻨﺪ ﺧﺮﯾﺪ ﯾﺎ‬...
.‫ﻓﺮوش ﻟﻮازم ﺧﺎﻧﮫ ﺗﺼﻤﯿﻢ ﻣﯽ ﮔﯿﺮﻧﺪ‬
Learning Activity 3. Match the words/phrases. Look up some words online using a Dari/Persian
online dictionary.
cycle ‫دوران‬
individual ‫ﻓﺮد‬
political ‫ﺳﯿﺎﺳﯽ‬
economic ‫اﻗﺘﺼﺎدی‬
kinship ‫ﺧﻮﯾﺸﺎوﻧﺪی‬
guise ‫ﮔﻤﺎن ﮐﺮدن‬
obligation ‫ﻣﮑﻠﻔﯿﺖ‬
fights ‫ﻣﺸﺎﺟﺮه‬
laws ‫ﻗﻮاﻧﯿﻦ‬
authority ‫اﺧﺘﯿﺎر‬
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Learning Activity 4. Define the words in English.
justice ‫ﻋﺪاﻟﺖ‬
a member ‫ﻋﻀﻮ‬
have a license ‫ﺟﺎﯾﺰ ﺑﻮدن‬
society ‫اﺟﺘﻤﺎع‬
the right ‫ﺣﻖ‬
old ‫ﭘﯿﺮ‬
statements.

Individual life cycles in Afghanistan are identical across all groups. ‫غ‬
Large families are economically and politically significant in rural areas
‫ص‬
of Afghanistan.
Kinship plays a crucial role in determining the rights and responsibilities
‫ص‬
of individuals in Afghan society.
Afghan society is primarily matriarchal, with women holding authority
‫غ‬
and power.
Inheritance in Afghanistan is typically passed through women. ‫غ‬
After marriage, Afghan girls move to their husband's house. ‫ص‬
The preferred marriage arrangement for Afghans is to marry their father's
‫ص‬
sibling's child.
Women have limited decision-making authority outside of the home. ‫ص‬
Islamic law permits polygamy, allowing Afghan men to have multiple
‫ص‬
wives.
Family conflicts in Afghanistan are usually resolved outside of the home,
‫غ‬
with the involvement of outsiders.
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Afghan Life Cycle vs. Western … Cont’d
Thirdly, the Afghan life cycle tends ‫ ﺗﻤﺎﯾﻞ‬to place a greater emphasis on traditional gender roles
than Western models. For example, women are expected to be primarily responsible for
domestic duties, such as cooking and cleaning, while men are expected to provide for the family
financially.
Finally, the Afghan life cycle is influenced by factors such as war, displacement ‫ ﺑﯽ ﺟﺎ ﺷﺪن‬, and
poverty in ways that may not be as prominent in Western models. For example, many Afghans
have experienced ‫ ﺗﺠﺮﺑﮫ ﺷﺪه‬significant trauma
and displacement due to conflict, which can
have a profound impact on their life trajectories
and experiences.
Overall, while there may be some

similarities ‫ ﺷﺒﺎھﺖ داﺷﺘﻦ‬between the Afghan life
cycle and Western models, the cultural and
societal differences between the two mean that
they are ultimately ‫ ﺑﺎﻻﺧﺮه‬quite distinct from
one another.
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Listen to the passage “Life Cycle.” Then choose two supporting ideas from the passage and
complete the following organizational chart for each idea. Provide supporting details and offer
examples.
Main Idea: Life Cycle
Example: Example:
Learning Activity 7. Work with a partner or alone. Read the passage “Life Cycle” and complete
the following table by writing the part of speech.

Pronoun Adjective
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Practices and Rituals Associated with Life Cycle
Afghan cultural and religious beliefs play a significant ‫ ﻗﺎﺑﻞ ﺗﻮج‬role in shaping the practices and
rituals ‫ رﺳﻢ و رواج‬associated with different stages in the Afghan life cycle. Here are some
examples:
1. Birth and infancy: In Afghan culture, the

birth of a child is seen as a blessing and a
cause for celebration. It is common for the
child to be given a name that reflects their
family's cultural or religious heritage
/‫ ﻣﯿﺮاث‬and for prayers to be recited to
protect the child from harm. In some parts
of Afghanistan, it is also common for the
mother and child to remain in seclusion for
a period/ ‫ دوران‬of time after the birth to
avoid evil spirits and promote healing.
______________________________________________________________________________
Present Subjunctive: Commands, Purpose
● Commands
In Dari, commands can be conveyed using the second-person singular or plural subjunctive
forms. Using the plural subjunctive form serves as a polite and more respectful way to give
instructions. This is comparable to the English phrase 'Would you shut the door?' which is
formulated as a question in the subjunctive mood but conveys a command. To add politeness to
commands, it is customary to include [lutfan] «‫ »ﻟﻄﻔﺂ‬meaning 'please' (literally 'kindly') in such
sentences.
English Dari
Standard Colloquial
Please shut the door. .‫ﻟﻄﻔﺂ دروازه را ﺑﺴﺘﮫ ﮐﻨﯿﺪ‬ .‫ﻟﻄﻔﺂ دروازه ره ﺑﺴﺘﮫ ﮐﻮ‬
Please go to the market. .‫ﻟﻄﻔﺂ ﺑﮫ ﺑﺎزار ﺑﺮوﯾﺪ‬ .‫ﻟﻄﻔﺂ ﺑﺎزار ﺑﺮو‬
Please bring some grocery. .‫ﻟﻄﻔﺂ ﮐﻤﯽ ﺳﻮدا ﺑﯿﺎورﯾﺪ‬ .‫ﮐﻤﯽ ﺳﻮدا ﺑﯿﺎر‬
Please watch less TV. .‫ﻟﻄﻔﺂ ﮐﻢ ﺗﻠﻮﯾﺰﯾﻮن ﺑﺒﯿﻨﯿﺪ‬ .‫ﮐﻢ ﺗﻠﻮﯾﺰﯾﻮن ﺑﺒﯿﻦ‬
Please eat [take] your medicine. .‫ﻟﻄﻔﺂ دوا )ادوﯾﮫ( ﯾﺘﺎن را ﺑﺨﻮرﯾﺪ‬ .‫دواﯾﺘﮫ ﺑﺨﻮ‬
Please do not talk too much. .‫ﻟﻄﻔﺂ زﯾﺎد ﮔﭗ ﻧﺰﻧﯿﺪ‬ .‫زﯾﺎد ﮔﭗ ﻧﺰن‬
The negative statement is form by adding the letter “na/‫ﻧﮫ‬/‫ ”ﻧـ‬to the main verb. For example,
below:
Please do not shut the door. .‫ﻟﻄﻔﺂ دروازه را ﺑﺴﺘﮫ ﻧﮑﻨﯿﺪ‬ .‫ﻟﻄﻔﺂ دروازه ره ﺑﺴﺘﮫ ﻧﮑﻮ‬
______________________________________________________________________________
● Purpose
One common way the subjunctive is used is to convey a purpose. A standard clause is connected
to the explanatory clause using the word [ke] « ‫ » ﮐﮫ‬meaning 'that'. See below:
English Dari
Standard Colloquial
I closed the door so that .‫دروازه را ﺑﺴﺘﮫ ﮐﺮدم ﮐﮫ دزد ﺑﮫ ﺑﯿﺎﯾﺪ‬ .‫دروازه ره ﺑﺴﺘﮫ ﮐﺪم ﮐﮫ دُز ﻧﮫ ﺑﯿﺎﯾﮫ‬
thieve does not come in.
I secured the box so that I .‫ﺻﻨﺪوق را ﻣﺤﮑﻢ ﺑﺴﺘﮫ ﮐﺮدم ﮐﮫ ﻧﮫ اﻓﺘﺪ‬ .‫ﺻﻨﺪﻗﮫ ﻣﺤﮑﻢ ﺑﺴﺘﮫ ﮐﺪم ﮐﮫ ﻧﻔﺘﮫ‬
would not fall.
I turned off the generator ‫ﺧﺎﻣﻮش ﮐﺮدم ﮐﮫ اوﻻد ھﺎ‬/‫ﺟﻨﺮاﺗﻮر را ﮔﻞ‬ .‫ﺟﻨﺮاﺗﻮره ﮔﻞ ﮐﺪم ﮐﮫ اوﻻدھﺎ َﺧﻮ ﮐﻨﻦ‬
so that the children would .‫ﺧﻮاب ﮐﻨﻨﺪ‬
sleep.
She studies hard so that she ‫زﯾﺎد درس ﻣﯿﺨﻮاﻧﺪ ﮐﮫ در اﻣﺘﺤﺎن‬ ‫زﯾﺎد درس ﻣﯿﺨﻮاﻧﺪ ﮐﮫ د اﻣﺘﺤﺎن‬
will pass the exam. .‫ﻣﻮﻓﻖ ﺷﻮد‬/‫ﮐﺎﻣﯿﺎب‬ .‫ﮐﺎﻣﯿﺎب ﺷﻮه‬
Learning Activity 8. Select the most appropriate phrase to make the Present Subjunctive.
Multiple options are possible. Use standard Dari.
Study! .(‫درس ______________ )ﺧﻮاﻧﺪن‬ ۱
Tell them to do a poetry competition. (‫ )ﮔﻔﺘﻦ‬.‫ﺑﺮاﯾﺸﺎن ________ ﮐﮫ ﺷﻌﺮ ﺟﻨﮕﯽ ﮐﻨﻨﺪ‬ ۲

Close the house door. (‫ )ﺑﺴﺘﮫ ﮐﺮدن‬. __________ ‫دروازه ﺧﺎﻧﮫ را‬ ۳
Please turn off the TV. (‫ )ﺧﺎﻣﻮش ﮐﺮدن‬._____________ ‫ﻟﻄﻔﺂ ﺗﻠﻮﯾﺰﯾﻮن را‬ ۴
Please go to visit him. (‫ )رﻓﺘﻦ‬. ___________ ‫ﻟﻄﻔﺂ ﺑﮫ دﯾﺪن او‬ ۵
Key:
۵ ۴ ۳ ۲ ۱
‫ﺑﺮوﯾﯿﺪ‬ ‫ﺧﺎﻣﻮش ﮐﻨﯿﺪ‬ ‫ﺑﺴﺘﮫ ﮐﻨﯿﺪ‬ ‫ﺑﮕﻮﯾﯿﺪ‬ ‫ﺑﺨﻮاﻧﯿﺪ‬
______________________________________________________________________________
words.
I study hard to pass the exam. ۱
Please ask them not to lie. ۲
Please purchase this poetry book. ۳

I read Rumi’s poems to gain a better
۴
understanding of Dari poetry.
Please provide an explanation of Dari
۵
literature.
Learning Activity 10. Create a short text using the present subjunctive covered in this lesson.
Use Vocaroo | Online voice recorder to record yourself reading the text. Then, share the link with
your teacher or classmates for feedback. Look up words you do not know using an online
Dari/Persian dictionary.
______________________________________________________________________________
LIFE CYCLE
● What are the key cultural practices and beliefs surrounding "Birth to
Childhood" in Afghan culture?
Source: Giving birth under the Taliban - BBC News
with a partner.
● What are the traditional birthing practices in Afghan culture?

● What are the most common customs and traditions associated with naming ceremonies in
Afghanistan?
______________________________________________________________________________
‫‪Scanning‬‬
‫‪Before you read for detail, scan the text to look for specific information, such as headings,‬‬
‫‪bolded words, graphics, and the first few words of each paragraph. This will help you get a‬‬
‫‪sense of the structure of the text.‬‬
‫‪Birth to Childhood‬‬
‫از ﺑﺪو ﺗﻮﻟﺪ ﺗﺎ ﮐﻮدﮐﯽ‬
‫ﮐﻮدک از ﺑﺪو )ﺷﺮوع( ﺗﻮﻟﺪ ادﻏﺎم )ﯾﮑﯽ ﺷﺪن( ﮐﺎﻣﻞ ﺧﻮد را در ﮔﺮوه ﺧﻮد آﻏﺎز )ﺷﺮوع( ﻣﯽ ﮐﻨﺪ‪ .‬ھﺮ روﺳﺘﺎ )ﻗﺮﯾﮫ( ﯾﺎ ﻗﺒﯿﻠﮫ‬
‫ﮐﻮﭼﯽ ﻣﻌﻤﻮﻻ ﺣﺪاﻗﻞ )ﮐﻢ از ﮐﻢ( ﯾﮏ داﯾﮫ ﯾﺎ ﭘﺮﺳﺘﺎر ﻣﻮﺟﻮد ﻣﯽ ﺑﺎﺷﺪ ﮐﮫ در زاﯾﻤﺎن ﮐﻮدک )ﺗﻮﻟﺪ طﻔﻞ( ﮐﻤﮏ ﮐﻨﺪ‪ .‬وﻗﺘﯽ‬
‫اوﻟﯿﻦ ﻓﺮزﻧﺪ )اوﻻد( ﺑﮫ دﻧﯿﺎ ﻣﯽ آﯾﺪ‪ ،‬ﺧﺎﻧﻮاده ﺗﺎ ﺟﺎﯾﯽ ﮐﮫ ﻣﯽ ﺗﻮاﻧﻨﺪ ﺟﺸﻦ ﻣﯽ ﮔﯿﺮد‪ ،‬ﺑﮫ ﺧﺼﻮص اﮔﺮ ﻓﺮزﻧﺪ ﭘﺴﺮ ﺑﺎﺷﺪ‪ .‬ﺑﮫ ﮔﻔﺘﮫ‬
‫اﻓﻐﺎن ھﺎ‪ ،‬ﻓﺮزﻧﺪ ﭘﺴﺮ ﻧﺸﺎن دھﻨﺪه ﻗﺪرت و ﺗﻮاﻧﻤﻨﺪی ﭘﺪر و ﺑﺎروری ﻣﺎدر اﺳﺖ‪ .‬ﻓﺮزﻧﺪ ﭘﺴﺮ ﺑﮫ ﺧﺎﻧﻮاده وارث ﻣﯽ دھﺪ و از‬
‫ھﻤﮫ ﻣﮭﻤﺘﺮ ‪ -‬ﺑﺮای ﺧﺎﻧﻮاده اﻓﺘﺨﺎر ﻣﯽ آورد‪ .‬در ﺟﺸﻦ ﺗﻮﻟﺪ ﻓﺮزﻧﺪ‪ ،‬ﺗﻔﻨﮓ ﺷﻠﯿﮏ )ﻓﯿﺮ( ﻣﯽ ﺷﻮﻧﺪ‪ ،‬دھﻞ ﻧﻮاﺧﺘﮫ ﻣﯿﺸﻮد )دھﻞ‬
‫زده ﻣﯿﺸﻮد( و ﺑﮫ ﻓﻘﺮا )اﺷﺨﺎص ﻏﺮﯾﺐ( ﻏﺬا داده ﻣﯽ ﺷﻮد‪ .‬ﺑﻌﻀﺂ ﺧﺎﻧﻮاده ھﺎ ھﻨﮕﺎم )در وﻗﺖ( ﺗﻮﻟﺪ ﻓﺮزﻧﺪ دﺧﺘﺮ ﺟﺸﻨﯽ‬
‫ﺑﺮﮔﺰار ﻧﻤﯽ ﮐﻨﻨﺪ‪ .‬آﻧﮭﺎ ﻓﮑﺮ ﻣﯿﮑﻨﻨﺪ ﮐﮫ ﺑﺮﮔﺰار ﻧﮑﺮدن ﺟﻨﺶ ﺑﺎﻋﺚ ﻣﯿﺸﻮد ﮐﮫ ارواح ﺷﯿﻄﺎﻧﯽ از طﻔﻞ دور ﺷﻮد‪.‬‬
‫ﻣﻌﻤﻮﻻً در روز ﺳﻮم ﺗﻮﻟﺪ‪ ،‬ﻧﺎم رﺳﻤﯽ ﻧﻮزاد )طﻔﻞ( ﺑﮫ او داده ﻣﯽ ﺷﻮد‪ .‬ﻗﺒﻞ از روز ﺳﻮم‪ ،‬ﺧﺎﻧﻮاده ﮐﻮدک را ﺑﺎ ﻧﺎم ھﺎی‬
‫دﯾﮕﺮی ﺻﺪا ﻣﯽ ﮐﻨﻨﺪ‪ .‬اﮐﺜﺮ ﻣﺮدم ﻣﻌﺘﻘﺪﻧﺪ )ﻓﮑﺮ ﻣﯿﮑﻨﻨﺪ( ﮐﮫ اﯾﻦ ﮐﺎر ﺑﺮای ﺟﻠﻮﮔﯿﺮی از آﺳﯿﺐ )ﺿﺮر( ارواح ﺷﯿﻄﺎﻧﯽ ﺑﮫ‬
‫ﮐﻮدک اﺳﺖ‪.‬‬
‫)� اﮐﺒﺮ!(‪ ،‬ﻓﺮزﻧﺪ را از‬

‫ﯾﮏ ﺷﺨﺺ ﻣﺬھﺒﯽ )ﻣﻌﻤﻮﻵ ﻣﻼ( ﭼﮭﺎر ﺑﺎر در ﮔﻮش ﮐﻮدک آذان ﻣﯽ دھﺪ )آذان ﻣﯿﮕﻮﯾﺪ(‪ :‬ﷲ اﮐﺒﺮ! ّ‬
‫ﻧﺴﺐ اش )اﺟﺪاد( آﮔﺎه ﻣﯽ ﮐﻨﺪ )ﺧﺒﺮ ﻣﯽ ﮐﻨﺪ( و او ﺑﺮاﯾﺶ دﻋﺎ ﻣﯿﮑﻨﺪ ﮐﮫ ﻣﺴﻠﻤﺎن ﺧﻮب ﺑﮫ ﺑﺎر آﯾﺪ )ﺷﻮد(‪ .‬ﻣﻼ ﻣﻤﮑﻦ اﺳﺖ ﻧﺎم‬
‫ﻓﺮزﻧﺪ را ﺑﮕﺬارد‪ ،‬اﻣﺎ اﻏﻠﺐ ﺑﺮادر ﺑﺰرگ ﭘﺪر )ﮐﺎﮐﺎی ﮐﻮدک( در ﻣﻮرد ﻧﺎم ﺗﺼﻤﯿﻢ ﻣﯽ ﮔﯿﺮد‪ ،‬ﺑﮫ ﺧﺼﻮص اﮔﺮ ﻓﺮزﻧﺪ ﭘﺴﺮ‬
‫ﺑﺎﺷﺪ‪.‬‬
‫اﻓﻐﺎنھﺎی ﺷﮭﺮی ﻣﻌﻤﻮﻻً در ﺷﺐ ﺷﺸﻢ ﭘﺲ از ﺗﻮﻟﺪ ﺟﺸﻦ ﺑﺮﮔﺰار ﻣﯽﮐﻨﻨﺪ‪ .‬اﯾﻦ ﻣﺮاﺳﻢ ﺷﺒﯿﮫ )ﻣﺎﻧﻨﺪ( ﺑﮫ ﻣﺮاﺳﻢ ﺣﻤﺎم ﻧﻮزاد )ﺑﯽ‬
‫ﺑﯽ ﺷﺎور( اﺳﺖ ﮐﮫ در ﮐﺸﻮرھﺎی ﻏﺮﺑﯽ )ﻣﺎﻧﻨﺪ اﯾﺎﻻت ﻣﺘﺤﺪه آﻣﺮﯾﮑﺎ( رواج دارد‪ .‬اﻗﻮام و دوﺳﺘﺎن ﺑﺮای ﻧﻮزاد ھﺪاﯾﺎ )ﺗﺤﻔﮫ ھﺎ(‬
‫ﻣﯽ آورﻧﺪ و ﺑﺴﯿﺎری از ﻓﻌﺎﻟﯿﺖ ھﺎ ﺧﻮﺷﯽ )آواز ﺧﻮاﻧﺪن‪ ،‬رﻗﺼﯿﺪن( در اﺗﺎق زﻧﺎن اﻧﺠﺎم ﻣﯽ ﺷﻮد‪ .‬ﮔﺎھﯽ )ﺑﻌﻀﺂ( در اﯾﻦ‬
‫ﻣﺮاﺳﻢ ﮐﻮدک ﻧﺎم ﺧﻮد را ﻣﯽ ﮔﯿﺮد‪ .‬ﮐﻮدک‪ ،‬ﺻﺮف ﻧﻈﺮ از ﺟﻨﺴﯿﺖ اش‪ ،‬در ﮐﻨﺎر ﻣﺎدر‪ ،‬در اﺗﺎق زﻧﺎن‪ ،‬ﻣﯽ ﻣﺎﻧﺪ‪ .‬ﻣﺎدران ﺗﺎ‬
‫ﯾﮏ ﯾﺎ دو ﺳﺎﻟﮕﯽ ﺑﮫ ﻧﻮزاد ﺧﻮد ﺷﯿﺮ ﻣﯽ دھﻨﺪ‪.‬‬
‫ﺗﻮﺟﮫ‪:‬‬
‫ﺑﯽ ﺑﯽ ﺷﺎور )ﺳﻨﺖ ﻏﺮﺑﯽ( ﻗﺒﻞ از ﺗﻮﻟﺪ ﮐﻮدک اﻧﺠﺎم ﻣﯽ ﺷﻮد‪ ،‬اﻣﺎ در ﻓﺮھﻨﮓ اﻓﻐﺎﻧﺴﺘﺎن ﻣﺤﻔﻞ ﯾﺎ ﺟﺸﻦ ﺷﺐ ﺷﺶ ﺑﻌﺪ از ﺗﻮﻟﺪ‬
‫اﻧﺠﺎم ﻣﯽ ﺷﻮد‪.‬‬
‫______________________________________________________________________________‬
Reading Strategies
Active Reading
reading.

In Afghan culture, every village or nomadic group has at least one
1. ‫ص‬
midwife or nurse to assist in childbirth.
Afghan families celebrate the birth of a child, particularly if it is a boy,
2. ‫ص‬
as it represents strength and capability of the man/father.
Celebrations for the birth of a girl child are typically not observed, as it
3. ‫ص‬
is believed that not holding a party will protect the child from evil spirits.
The official name of the baby is usually given on the third day after birth
4. ‫ص‬
to prevent harm from evil spirits.
A religious person, often a mullah, calls the adhan (call to prayer) four
5. ‫ص‬
times in the child's ear and prays for the child to become a good Muslim.
The father's elder brother, particularly if the child is a boy, typically
6. ‫ص‬
decides on the name of the child.
Urban Afghans celebrate on the sixth night after a child's birth, similar to
7. ‫غ‬
the baby shower tradition in Western countries.
Relatives and friends bring gifts to the baby during the celebration on the
8. ‫غ‬
sixth night after birth.
The celebration on the sixth night after birth is held in the women's
9. ‫ص‬
room, with activities like singing and dancing taking place.
Mothers breastfeed their babies until they are one or two years old in
10. ‫ص‬
Afghan culture.
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Learning Activity 14. Work with a partner or alone. Read the article “Birth to Childhood” and
Singular Verb Pre/

Work with a partner or alone and write in Dari a few essential facts related to “Birth to
Childhood” in your own words.
______________________________________________________________________________
nouns, etc.).
‫ﺷﺐ ﺷﺶ‬ ‫ﻧﺎﻣﮕﺬاری‬ ‫ﻓﻘﺮا‬ ‫ﺧﺎﻧﮫ‬ ‫آذان‬
.‫ در اﻓﻐﺎﻧﺴﺘﺎن ﺑﺸﺘﺮ اطﻔﺎل در ___________ ﺗﻮﻟﺪ ﻣﯿﺸﻮﻧﺪ‬۱
.‫ _________ ﮐﻮدک ﺳﮫ ﯾﺎ ﺷﺶ روز ﺑﻌﺪ از ﺗﻮﻟﺪ اﻧﺠﺎم ﻣﯿﺸﻮد‬،‫ در ﻓﺮھﻨﮓ اﻓﻐﺎﻧﮭﺎ‬۲
.‫ ﺧﺎﻧﻮاده ﺑﮫ ________ ﻏﺬا ﻣﯽ دھﻨﺪ‬،‫ در ﻣﺮاﺳﻢ ﺗﺠﻠﯿﻞ ﺗﻮﻟﺪ ﮐﻮدک‬۳
.‫ ﻣﻌﻤﻮﻵ ﻣﻼ در ﮔﻮش طﻔﻞ __________ ﻣﯽ ﮔﻮﯾﺪ‬۴
.‫ اﻣﺎ اﯾﻦ ﺟﺸﻦ ﺑﻌﺪ از ﺗﻮﻟﺪ ﺑﺮﮔﺰار ﻣﯿﺸﻮد‬،‫ ﻣﺤﻔﻞ __________ ﻣﺸﺎﺑﮫ ﺑﮫ ﻣﺤﻔﻞ ﺑﯽ ﺑﯽ ﺷﺎور اﺳﺖ‬۵
Key:
۵ ۴ ۳ ۲ ۱
‫ﺷﺐ ﺷﺶ‬ ‫آذان‬ ‫ﻓﻘﺮا‬ ‫ﻧﺎﻣﮕﺬاری‬ ‫ﺧﺎﻧﮫ‬
Learning Activity 17. Refer to both “Birth to Childhood” passages. Work with a partner or
alone. Write an email in Dari to a friend and tell them about some practices related to childbirth
in Afghan culture. Also, mention if anything in the passage has surprised you. Use an online
Dari/Persian dictionary to look up some words.
______________________________________________________________________________
Learning Activity 18. Compare birth to childhood experiences in Afghan culture with those of
your own culture. What similarities and differences do you notice? Write your finds in Dari.
Learning Activity 19. Work with a partner or alone. Describe traditional stages of the Afghan
life cycle and explain how they differ from Western stages. Make sure to look up some
information online to enhance your knowledge.
______________________________________________________________________________
Practices and Rituals …Cont’d
2. Childhood: Childhood in Afghan culture is seen as a time of learning and play. Children are
often encouraged ‫ ﺗﺸﻮﯾﻖ ﮐﺮدن‬to socialize with others in their community and learn the values
and traditions ‫ دودوﻧﮫ‬of their culture. In some parts of Afghanistan, boys may attend religious
schools or madrasas to learn about Islam and the Arabic language.
3. Adolescence: Adolescence ‫ ﺟﻮاﻧﯽ‬is an

important stage in Afghan culture, particularly
for girls. It is during this time that girls may
have their first menstruation ،‫ ﺣﯿﺾ‬, which is
seen as a sign of maturity and readiness for
marriage. In some parts of Afghanistan, girls
may be secluded or kept separate from male
relatives during this time.
Learning Activity 20. Research on the internet or brainstorm with your partner. Examine the
historical or social reasons for certain rituals or ceremonies in the Afghan life cycle. Discuss how
the concept of individualism in Western culture influences life cycle stages and how being
community orientated affects the Afghan life cycle? Write your findings in the following space:
______________________________________________________________________________
Learning Activity 21. Drawing on your current knowledge and understanding, produce a brief
video in Dari. Focus on illustrating how Afghan cultural and religious beliefs shape the practices
and rituals observed at various stages of the life cycle. To enrich your presentation, research
additional information online.
DARI PROVERB
.(‫ ﻣﺎدر ﺷﯿﺮ ﻧﻤﯿﺘﮫ )ﻧﻤﯽ دھﺪ‬،(‫ﺗﺎ طﻔﻞ ﮔﺮﯾﮫ ﻧﮑﻨﮫ )ﻧﮑﻨﺪ‬
Transliteration: tā tafl garya nakanad mādar šir nameta.
Literal: If the child does not cry, the mother will not give it milk.
Meaning: The proverb implies that the mother responds to the child's cry as an indication of its
need for nourishment or care. Metaphorically, the proverb can be applied to various situations
beyond parenting. It signifies the importance of effectively communicating one's needs or
desires in order to receive assistance or attention from others. It suggests that remaining silent
or passive may result in being overlooked or not receiving the desired outcome.
______________________________________________________________________________
1. I can provide general information about the Afghan life cycle.

I can talk about birth to childhood in the context of Afghan culture and
2.
explain how rituals differ from Western culture.
3. I can present some superstition beliefs related to childbirth.
I can write a short Dari text and discuss the first stages a child goes through
4.
in the first days of their life.
______________________________________________________________________________
LESSON 2
‫درس دوم‬
DEATH AND INHERITANCE
‫ﻣﺮگ و ارث‬
• How is death perceived in Afghan culture, and what are the beliefs and customs
surrounding it?
• What role do family and community members play in the mourning and burial
process in Afghan culture?
● What are some common rituals or practices associated with death in Afghan culture, such
as funerals or memorial services?
______________________________________________________________________________
In this lesson, you will identify and explain how Afghans perceive death and what are some
beliefs and customs surrounding it. The grammatical aspect of the lesson will focus on the
present subjective: supposition. The first part of the lesson focuses on colloquial Dari, while the
second part covers standard Dari.
______________________________________________________________________________
‫‪DEATH AND INHERITANCE‬‬
‫‪Learning Activity 1. As you listen to the passage, think about how the Afghan culture views‬‬
‫‪death in relation to religious beliefs, such as Islam. For scaffolding, synonyms of some words are‬‬
‫‪provided inside the brackets.‬‬
‫‪Death and Inheritance‬‬
‫ﻣﺮگ‪ ،‬ﻣﺎﻧﻨﺪ زﻧﺪه ﮔﯽ‪ ،‬ﯾﮏ ﻋﻤﻞ راﯾﺞ )ﻣﻌﻤﻮل(‬

‫اس‪ .‬ھﻨﮕﺎﻣﯽ ﮐﮫ ﯾﮏ ﺷﺨﺺ ﺑﮫ ﻣﺮگ ﻧﺰدﯾﮏ‬
‫ﻣﯿﺸﮫ‪ ،‬ﻣﺮدم ﺑﮫ وﯾﮋه )ﺑﺨﺼﻮص( زﻧﺎن ﺷﺮوع ﺑﮫ‬
‫ﮔﺮﯾﮫ ﻣﯽ ﮐﻨﻦ‪ .‬ﯾﮏ ﺗﻌﺪاد ﺑﮫ آراﻣﯽ و ﺧﺎﻣﻮﺷﯽ‬
‫ﻗﺮآن ﻣﯽ ﺧﻮاﻧﻦ‪ .‬ﺑﺎ وﺟﻮدﯾﮑﮫ )اﮔﺮ ﭼﮫ( اﺳﻼم‬
‫ﻣﺮدم را در وﻗﺖ ﻏﻢ ﺑﮫ ﺻﺒﺮ و آراﻣﺶ دﻋﻮت‬
‫ﻣﯿﮑﻨﮫ‪ ،‬ﺑﺴﯿﺎری از زﻧﺎن ﭼﯿﻎ )ﻓﺮﯾﺎد( ﻣﯽ زﻧﻦ‪،‬‬
‫ﮔﺮﯾﮫ ﻣﯽ ﮐﻨﻦ و ﺑﺮ ﺳﺮ و روی ﺧﻮدن ﻣﯽ زﻧﻦ‪.‬‬
‫ھﻤﺴﺎﯾﮫ ھﺎ ﺑﺮای اﺑﺮاز )اظﮭﺎر( ھﻤﺪردی )ﻏﻢ‬
‫ﺷﺮﯾﮑﯽ( ﻏﺬا و ﻣﻮاد ﻏﺬاﯾﯽ و ﭘﻮل ﻣﯽ ﻓﺮﺳﺘﻦ‪.‬‬
‫ﭘﺲ از ﻣﺮگ ‪ ،‬ﻧﺰدﯾﮑﺘﺮﯾﻦ اﻗﻮام ﺟﺴﺪ ﻣﯿﺖ را ﻣﯽ ﺷﻮﯾﻦ )ﺷﺴﺖ و ﺷﻮ ﻣﯽ ﮐﻨﻨﺪ(‪ ،‬ﻣﻼ ﯾﺎ ﯾﮏ ﺷﺨﺺ ﻣﺬھﺒﯽ آﻧﮭﺎ را در ﺷﺴﺘﻮ‬
‫ﺷﻮ ﺑﺎ ھﺪاﯾﺎت ﻻزم ﮐﻤﮏ ﻣﯽ ﮐﻨﮫ‪ .‬اﮔﺮ ﻣﺘﻮﻓﯽ زن ﺑﺎﺷﮫ‪ ،‬ﺷﺴﺖ و ﺷﻮ از طﺮف زﻧﺎن ﺻﻮرت ﻣﯿﮕﯿﺮه‪ .‬روی ﺟﺴﺪ ﻣﺮﺣﻮم‬
‫ﻋﻄﺮ ﮔﻼب ﭘﺎﺷﯿﺪه ﻣﯿﺸﮫ ﮐﮫ ﺟﺴﺪ ﺑﻮی ﺧﻮش و ﮔﻮارا داﺷﺘﮫ ﺑﺎﺷﮫ‪.‬‬
‫ﺑﺪن ﻣﺘﻮﻓﯽ )ﺳﺮ ﺗﺎ ﭘﺎ( را در ﯾﮏ ﺗﮑﮫ ﯾﺎ ﺳﺎن ﺳﻔﯿﺪ )ﮐﻔﻦ( ﻣﯽﭘﯿﭽﻦ و اﻧﮕﺸﺖ ﺷﺴﺖ ﭘﺎ را ﻣﯽﺑﻨﺪن‪ ،‬ﺑﮫ ﻣﺴﺠﺪ ﻣﯽﺑﺮن و ﻧﻤﺎز‬
‫ﺟﻨﺎزه را ﻣﯽﺧﻮاﻧﻦ‪ .‬ﻧﻤﺎز ﺟﻨﺎزه ﺑﻌﻀﺂ ﺑﮫ ﺟﺎی ﻣﺴﺠﺪ در ھﺪﯾﺮه )ﻗﺒﺮﺳﺘﺎن( اﺟﺮا ﻣﯿﺸﮫ‪ .‬ﺑﻌﺪ از ﻧﻤﺎز ﻣﺮده دﻓﻦ ﻣﯽ ﺷﮫ‪.‬‬
‫دﻓﻦ ﮐﺮدن ﺑﺎﯾﺪ ﻗﺒﻞ از ﻏﺮوب آﻓﺘﺎب )در روز( اﻧﺠﺎم ﺷﻮه‪ ،‬ﻧﮫ در ﺷﺐ‪ .‬اﮔﺮ ﮐﺴﯽ ﺷﺐ ﺑﻤﯿﺮه‪ ،‬او را در ﺧﺎﻧﮫ ﯾﺎ ﺳﺮد ﺧﺎﻧﮫ‬
‫ﻧﮕﮭﺪاری ﻧﻤﻮده و ﺳﭙﺲ ﻓﺮدا ﻗﺒﻞ از ﻏﺮوب آﻓﺘﺎب دﻓﻦ ﻣﯿﮑﻨﻦ‪.‬‬
‫ﺑﻌﺪ از دﻓﻦ‪ ،‬ﻣﻼ و اﻋﻀﺎی ﺧﺎﻧﻮاده ﯾﺎ دوﺳﺘﺎن ﻣﺮﺣﻮم از ﻣﺘﻮﻓﯽ ﺑﮫ ﺧﻮﺑﯽ ﯾﺎد ﮐﺮده و ﺑﺮاﯾﺶ دﻋﺎ ﻣﯿﮑﻨﻦ ﮐﮫ ﺧﺪاوﻧﺪ او را‬
‫ﺑﺒﺨﺸﺪ و ﺑﮭﺸﺖ را ﻧﺼﺐ اش ﺑﮕﺮداﻧﺪ‪ .‬ﻣﺮدم ﺑﺎ ﮔﻔﺘﻦ ﻧّﺎ � وإﻧّﺎ إﻟﯿ ِﮫ َراﺟﻌُﻮن )ﻣﺎ از آن ﺧﺪا ھﺴﺘﯿﻢ و ﺑﮫ ﺳﻮی او ﺑﺎز ﺧﻮاھﯿﻢ‬
‫ﮔﺸﺖ( ﺑﮫ ﺧﺎﻧﻮاده و ﺑﺴﺘﮕﺎن آن ﻣﺮﺣﻮم ﺗﺴﻠﯿﺖ ﻣﯽﮔﻮﯾﻦ‪.‬‬
‫ﻧﮑﺘﮫ‪ :‬ﻧﻤﺎز ﺟﻨﺎزه واﺟﺐ اﺳﺖ و ﺑﺎﯾﺪ ﻗﺒﻞ از دﻓﻦ اﺟﺮا ﺷﻮد‪ .‬اﯾﻦ ﻧﻤﺎز ﭼﮭﺎر ﺗﮑﺒﯿﺮ )ﷲ اﮐﺒﺮ( دارد‪ .‬رﮐﻮع و ﺳﺠﺪه ﻧﺪاره و‬
‫ﺑﺼﻮرت اﺳﺘﺎده ادا ﻣﯿﺸﻮد‪.‬‬
‫______________________________________________________________________________‬
Afghan Cultural Attitudes Towards Death
Afghan cultural attitudes towards death are shaped by Islamic beliefs, which emphasize the
importance of preparing for the afterlife and seeking God's mercy and forgiveness ‫ ﺑﺨﺸﺶ‬. In
Afghan culture, death is viewed as a natural part of life and is often seen as a transition to a
higher state of existence.
Compared to Western cultures, which tend ‫ ﺗﻤﺎﯾﻞ‬to view death as a taboo subject and often avoid
talking about it, Afghan culture tends to openly discuss and acknowledge death as a part of life.
In Afghan culture, mourning and funeral rituals are communal events, with family members and
community members coming together to support the grieving ‫ ﻏﻤﮕﯿﻦ‬family.
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heritage mirās ‫ﻣﯿﺮاث‬ ۱
death/dying marg ‫ﻣﺮگ‬ ۲
cry garyān kardan ‫ﮔﺮﯾﺎن ﮐﺮدن‬ ۳
peace and tranquility sabr kardan ‫ﺻﺒﺮ ﮐﺮدن‬ ۴
relatives xešāwandān/aqārab ‫ اﻗﺎرب‬/ ‫ﺧﻮﯾﺸﺎوﻧﺪان‬ ۵
sympathy ğamšariki ‫ﻏﻢ ﺷﺮﯾﮑﯽ‬ ۶
the dead marda/matawafā ‫ ﻣﺮﺣﻮم‬،‫ ﻣﯿﺖ‬،‫ ﻣﺘﻮﻓﯽ‬/ ‫ﻣﺮده‬ ۷
prayer namāz janāza ‫ﻧﻤﺎز ﺟﻨﺎزه‬ ۸
consolation tasalyat gaftan ‫ﺗﺴﻠﯿﺖ ﮔﻔﺘﻦ‬ ۹

čiğ zadan/faryād
screaming ‫ ﻓﺮﯾﺎد ﮐﺮدن‬/ ‫ﭼﯿﻎ زدن‬ ۱۰
kardan
to be scattered pāš dādan ‫ﭘﺎش دادن‬ ۱۱
burial dafn kardan ‫دﻓﻦ ﮐﺮدن‬ ۱۲
the shroud kafan ‫ﮐﻔﻦ‬ ۱۳
funeral janāza ‫ﺟﻨﺎزه‬ ۱۴
the mosque masjad ‫ﻣﺴﺠﺪ‬ ۱۵
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Listening for Differences
To better understand a conversation, pay close attention to the nuances of what someone is
saying, with a focus on identifying and understanding differences in perspectives, opinions, or
experiences. This approach to listening requires an open mind and a willingness to learn from
others, even if their viewpoints may be different from one's own.
One key aspect of listening for differences is active listening, which involves giving the speaker
one's full attention. Another important aspect of listening to differences is recognizing and
respecting cultural differences.
sympathy ‫ﻏﻢ ﺷﺮﯾﮑﯽ‬
prayer ‫ﻧﻤﺎز‬
the deceased ‫ﻣﺮﺣﻮم‬
to bury ‫دﻓﻦ ﮐﺮدن‬
the dead ‫ﻣﺮﺣﻮم‬
the shroud ‫ﮐﻔﻦ‬
funeral ‫ﺟﻨﺎزه‬
death ‫ﻣﺮگ‬
crying ‫ﮔﺮﯾﮫ‬
to express condolences ‫ﺗﺴﻠﯿﺖ ﮔﻔﺘﻦ‬
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Learning Activity 4. Define the words in English.
mosque ‫ﻣﺴﺠﺪ‬
to bury ‫دﻓﻦ ﮐﺮدن‬
heritage ‫ﻣﯿﺮاث‬
death ‫ﻣﺮدن‬
shouting ‫ﭼﯿﻎ زدن‬
sheikh ‫ﻣﻼ‬
statements.

When a person dies, neighbors and friends send food, money, and
‫ص‬
sympathy to the deceased family.
In Afghan culture, death is a public act/event. ‫ص‬
The dead body is washed before it is buried. ‫ص‬
It is considered the ethical and religious responsibility of Afghans to
‫ص‬
attend burial rituals, including the Jinazhah prayer.
Ceremonies are held exactly the same way for a dead woman as they are
‫غ‬
for a man.
A body can be buried at night. ‫غ‬
If a person dies at night, he or she must be buried after sunrise. ‫ص‬
A dead body is covered entirely in a white shroud. ‫ص‬
After washing the body, the Jinazah prayer is performed. ‫ص‬
The Jinazah prayer is performed only in a mosque. ‫غ‬
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Traditional Practices or Customs Related to Death
In Afghan culture, death is a significant event that is marked by several traditional practices
and customs. Some of the key practices and customs related to death that are still observed
today include:
• Washing the body: The deceased's ‫ ﻣﺮﺣﻮم‬body is washed and prepared for burial ‫دﻓﻦ‬
according to Islamic tradition. Family members and close friends are often involved in this
process.
• Shrouding: The body is then wrapped in a white shroud, which symbolizes purity and
equality in death.
• Funeral prayer: A funeral prayer, known as Salat al-Janazah, is performed ‫ ادا ﮐﺮدن‬in a
mosque or other appropriate place of worship. An Imam or other religious leader leads this
prayer.
Listen to the passage “Death and Inheritance.” Then choose two supporting ideas from the
passage and complete the following organizational chart for each idea. Provide supporting details
and offer examples.
Main Idea: Death and Inheritance
Example: Example:
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Learning Activity 7. Work with a partner or alone. Read the passage “Death and Inheritance”
Singular Verb Pre/

Traditional Practices … Cont’d
• Burial: The body is buried in a simple grave ‫ ﻗﺒﺮ ﺳﺎده‬, with the head facing Mecca. Family
members and friends may help with digging the grave and placing the body inside.
• Mourning period: Family members observe a period of mourning ‫ ﻣﺎﺗﻢ ﮐﺮدن‬, known as 'aza,
for up to 40 days after the death. During this time, they may refrain from certain activities,
wear black clothing, and receive condolences from visitors.
These traditional practices and customs related to death in Afghan culture have evolved over
time, with some changes reflecting the impact of modernization and cultural influences from
outside Afghanistan. For example, in urban areas, funeral services may be held in modern
funeral homes rather than mosques, and embalming/ ‫ ﻣﻮﻣﯿﺎﯾﯽ ﮐﺮدن‬may be performed to preserve
the body for a longer period.
In addition, some families may choose to hold memorial services or other commemorative
events to honor the deceased, which were not traditionally part of Afghan culture. However,
many of the core practices and customs related to death in Afghan culture remain deeply
rooted in Islamic tradition and continue to be observed by Afghan families today.
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Present Subjective: Supposition
In the Dari language, when someone is asked to consider a hypothetical situation, it is common
to use the phrase "‫( "ﻓﺮض ﮐﻨﯿﺪ ﮐﮫ‬pronounced [farz ku naed ke]), which translates to "suppose that"
or "imagine that."
This phrase is typically followed by a verb in the subjunctive mood, a grammatical mood used to
express various states of unreality, such as doubt, possibility, necessity, or actions that have not
yet occurred.
The phrase "‫ "ﻓﺮض ﮐﻨﯿﺪ ﮐﮫ‬functions similarly to an if-clause in English; however, it specifically
instructs the listener to consider a certain circumstance. The emphasis is on creating a
hypothetical scenario for the purpose of discussion or exploration. The clause containing the
phrase "‫ "ﻓﺮض ﮐﻨﯿﺪ ﮐﮫ‬is a dependent clause that must be followed by an independent clause.
See below:
English Dari
Standard Colloquial
Suppose I have a lot of ،‫ﻓﺮض ﮐﻨﯿﺪ ﮐﮫ ﻣﻦ ﭘﻮل زﯾﺎد دارم‬ ،‫ﻓﺮض ﮐﻮ ﮐﮫ ﻣﮫ زﯾﺎد ﭘﯿﺴﮫ دارم‬
money, what should I buy ‫ﺑﺮاﯾﺖ ﭼﮫ ﺑﺨﺮم؟‬ ‫ﺑﺮت ﭼﯽ ﺑﺨﺮم؟‬
you?
Suppose we cannot ،‫ﻓﺮض ﮐﻨﯿﺪ ﮐﮫ در ﺟﻨﺎزه ﺷﺮﮐﺖ ﮐﺮده ﻧﻤﯿﺘﻮاﻧﯿﻢ‬ ‫ﻓﺮض ﮐﻨﯿﻢ ﮐﮫ ده ﺟﻨﺎزه رﻓﺘﮫ‬
participate in the funeral, ‫ﭼﮫ ﻣﯽ ﮐﻨﯿﻢ؟‬ ‫ ﺑﺎز ﭼﯽ ﻣﯽ ﮐﻨﯿﻢ؟‬،‫ﻧﻤﯿﺘﺎﻧﯿﻢ‬
then what should we do?
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To discuss a hypothetical situation in the future tense, the word ‫ ﮐﮫ‬/ 'ke' is replaced with ‫ اﮔﺮ‬/
'agar'. The verb also changes to match the tense of the sentence. However, in standard Dari,
natives often use both ‫ ﮐﮫ‬/ 'ke' and ‫ اﮔﺮ‬/ 'agar'.
English Dari
Standard Colloquial
Suppose I have a lot of ،‫ﻓﺮض ﮐﻮ اﮔﮫ ﻣﮫ زﯾﺎد ﭘﯿﺴﮫ داﺷﺘﮫ ﻓﺮض ﮐﻨﯿﺪ اﮔﺮ ﻣﻦ ﭘﻮل زﯾﺎد داﺷﺘﮫ ﺑﺎﺷﻢ‬
money, what should I ‫ﺑﺮاﯾﺖ ﭼﮫ ﺑﺨﺮم؟‬ ‫ ﺑﺮت ﭼﯽ ﺑﺨﺮم؟‬،‫ﺑﺎﺷﻢ‬
buy you?
،‫ﻓﺮض ﮐﻨﯿﺪ ﮐﮫ اﮔﺮ ﻣﻦ ﭘﻮل زﯾﺎد داﺷﺘﮫ ﺑﺎﺷﻢ‬
‫ﺑﺮاﯾﺖ ﭼﮫ ﺑﺨﺮم؟‬
Suppose we cannot ،‫ﻓﺮض ﮐﻨﯿﺪ اﮔﺮ در ﺟﻨﺎزه ﺷﺮﮐﺖ ﮐﺮده ﻧﺘﻮاﻧﯿﻢ‬ ‫ﻓﻮض ﮐﻨﯿﻢ اﮔﮫ ده ﺟﻨﺎزه رﻓﺘﮫ ﻧﮫ‬
participate in the ‫ﭼﮫ ﮐﻨﯿﻢ؟‬ ‫ ﺑﺎز ﭼﯽ ﮐﻨﯿﻢ؟‬،‫ﺗﺎﻧﯿﻢ‬
funeral, then what
should we do? ،‫ﻓﺮض ﮐﻨﯿﺪ ﮐﮫ اﮔﺮ در ﺟﻨﺎزه ﺷﺮﮐﺖ ﮐﺮده ﻧﺘﻮاﻧﯿﻢ‬
‫ﭼﮫ ﮐﻨﯿﻢ؟‬
Suppose they do not come; what should we do?
Pretend, if it rains, what other options will we have?
Suppose you die; who will comfort your family?
Suppose I cannot attend the funeral; what should I do?
Suppose a poor person cannot afford the cost of burial; what should they do?
______________________________________________________________________________
link with your teacher or classmates for feedback. Look up some words you do not know using
an online Dari/Persian dictionary.
______________________________________________________________________________
DEATH AND INHERITANCE
● How do traditional practices and cultural beliefs in Afghanistan influence

perceptions and rituals associated with death and burial?
with a partner.
● What are some traditional practices or customs related to death in Afghan culture that are
still observed today, and how have they evolved over time?
______________________________________________________________________________
‫‪Activating Prior Knowledge‬‬
‫‪Recall what you already know about the topic or subject you will read about and make‬‬
‫‪connections between what you know and what you will learn.‬‬
‫‪Death and Inheritance‬‬

‫ﻗﺒﺮ و ﻣﯿﺮاث‬
‫ﻗﺒﺮھﺎ ﺑﺎﯾﺪ ﺷﺶ ﻓﻮت ﻋﻤﻖ )ﭼﻘﺮی( داﺷﺘﮫ ﺑﺎﺷﻨﺪ‪ .‬در ﻗﺒﺮ ﻣﻌﻤﻮﻻً ﭘﺎھﺎ ﺑﮫ ﺳﻤﺖ )طﺮف( ﺟﻨﻮب‪ ،‬ﺳﺮ ﺑﮫ ﺳﻤﺖ ﺷﻤﺎل و ﺻﻮرت‬
‫)روی( ﺑﮫ ﺳﻤﺖ ﺷﮭﺮ ﻣﻘﺪس )ﻣﮑﮫ در ﻋﺮﺑﺴﺘﺎن( ﻗﺮار داده ﻣﯿﺸﻮد‪ .‬ﻗﺒﺮ ﺣﺪود )ﺗﻘﺮﯾﺒﺂ( دو ﯾﺎ ﺳﮫ ﻓﻮت ارﺗﻔﺎع )ﺑﻠﻨﺪی( دارد‪.‬‬
‫ﺧﺎﻧﻮاده ھﺎی ﮐﮫ وﺿﻊ اﻗﺘﺼﺎدی ﺧﻮﺑﯽ دارﻧﺪ ﻗﺒﺮ ھﺎی اﻋﻀﺎی ﺧﺎﻧﻮاده ﺧﻮد را از ﺧﺸﺖ ﭘﺨﺘﮫ ﻣﯽ ﺳﺎزﻧﺪ‪.‬‬
‫ﯾﮏ ﭘﺘﻮ ﯾﺎ ﭼﺎدر روی ﺟﺴﺪ ﻣﺮده ﻗﺮار ﻣﯽ ﮔﯿﺮد‪ .‬ﺑﻌﺪ از اﯾﻨﮑﮫ ﺟﺴﺪ ﻣﯿﺖ )ﺷﺨﺺ ﻓﻮت ﺷﺪه( در ﻗﺒﺮ ﮔﺬاﺷﺘﮫ ﺷﺪ‪ ،‬روی ﻗﺒﺮ را‬
‫ﺑﺎ ﯾﮏ ﺳﻨﮓ ﻣﺴﺘﻄﯿﻞ ﺷﮑﻞ ﮐﮫ ﺑﻨﺎم ﺳﻨﮓ ﻟﺤﺪ ﯾﺎد ﻣﯿﺸﻮد ﻣﯽ ﭘﻮﺷﺎﻧﻨﺪ‪ .‬اﺑﺘﺪا )در اول( ﻋﺰاداران )ﺧﺎﻧﻮاده و ﺑﺴﺘﮕﺎن( ﻣﯿﺖ ﺑﺎ‬
‫دﺳﺖ ﯾﮏ ﻣﺸﺖ ﺧﺎک در ﻗﺒﺮ ﻣﯽ رﯾﺰﻧﺪ و ﺳﭙﺲ )ﺑﻌﺪآ( ﺳﺎﯾﺮ اﻓﺮادی ﮐﮫ در ھﺪﯾﺮه )ﻗﺒﺮﺳﺘﺎن( ﺣﻀﻮر دارﻧﺪ اﯾﻦ ﮐﺎر را اﻧﺠﺎم‬
‫ﻣﯽ دھﻨﺪ‪ .‬ﺑﻌﺪآ ﻗﺒﺮ ﺑﺎ ﺧﺎک ﭘﻮﺷﺎﻧﯿﺪه ﻣﯿﺸﻮد‪.‬‬
‫دو ﺗﺨﺘﮫ ﺳﻨﮓ ﮐﮫ ﺳﺮ و ﭘﺎ ﻣﯿﺖ را ﻧﺸﺎن ﻣﯿﺪھﺪ ﺑﺮوی ﻗﺒﺮ ﮔﺬاﺷﺘﮫ ﻣﯿﺸﻮﻧﺪ‪ .‬ﺳﻨﮕﮭﺎی ﺳﺮ ﻗﺒﺮ ﻣﺮده ﻣﺬﮐﺮ )ﻣﺮد( ﺑﺼﻮرت )ﺑﮫ‬
‫ﺷﮑﻞ( ﻋﻤﻮدی وﺳﻨﮓ ھﺎی ﺳﺮ ﻗﺒﺮ ﻣﺮده ﻣﻮﻧﺚ )زن( ﺑﺸﮑﻞ ﻣﻮازی ﻗﺮار داده ﻣﯿﺸﻮﻧﺪ‪.‬‬
‫ﺳﻮاﻧﺢ )زﻧﺪﮔﯽ ﻧﺎﻣﮫ( ﮐﻮﺗﺎھﯽ از ﺷﺨﺺ ﻣﺘﻮﻓﯽ اﻏﻠﺐ ﺑﺮ روی ﺳﻨﮓ ﻗﺒﺮ ﻧﻮﺷﺘﮫ ﻣﯽ ﺷﻮد‪ .‬ﮔﺎھﯽ اوﻗﺎت ﺳﻨﮓ ھﺎی ﻗﺒﺮ ﺟﺎ‬
‫ﺑﺮای روﺷﻦ ﮐﺮدن ﺷﻤﻊ ﻣﯽ داﺷﺘﮫ ﺑﺎﺷﻨﺪ‪ ،‬ﺑﮫ ﺧﺼﻮص اﮔﺮ ﻣﺘﻮﻓﯽ ﯾﮏ ﻓﺮد ﻣﺬھﺒﯽ ﯾﺎ ﯾﮏ ﺷﺨﺼﯿﺖ ﻗﺎﺑﻞ اﺣﺘﺮام در ﺟﺎﻣﻌﮫ‬
‫ﺑﺎﺷﺪ‪.‬‬
‫اﻋﻀﺎی ﺧﺎﻧﻮاده ﻣﺘﻮﻓﯽ ﭘﺲ از دﻓﻦ‪ ،‬ﺑﻌﻀﯽ ﻣﺮاﺳﻢ دﯾﮕﺮی را ﺑﺎﯾﺪ ﺗﮑﻤﯿﻞ ﮐﻨﻨﺪ ﮐﮫ ﺑﻌﻀﺂ اﯾﻦ ﻣﺮاﺳﻢ ﺗﺎ ﯾﮑﺴﺎل دوام ﻣﯽ ﮐﻨﺪ‪.‬‬
‫ﯾﮑﯽ از ﻣﺮاﺳﻢ‪ ،‬ﺑﺮﭘﺎ ﮐﺮدن )اﻧﺠﺎم دادن( ﺷﺒﮫ ﺟﻤﻌﮫ ﮔﯽ اﺳﺖ‪ .‬دوﺳﺘﺎن و اﻗﻮام ﻋﺼﺮ ﭘﻨﺞ ﺷﻨﺒﮫ در ﻣﻨﺰل )ﺧﺎﻧﮫ( ﻣﺘﻮﻓﯽ ﺟﻤﻊ‬
‫ﻣﯽ ﺷﻮﻧﺪ و ﺑﮫ ﺗﻼوت )ﺧﻮاﻧﺪن( ﻗﺮآن ﻣﯽ ﭘﺮدازﻧﺪ‪ .‬ﺧﺎﻧﻮاده ﻓﺮد ﻣﺘﻮﻓﯽ ﻣﻌﻤﻮﻻً ﭘﻠﻮ )ﺑﺮﻧﺞ و ﺳﺎﯾﺮ ﻏﺬاھﺎ( را ﺑﺮای ﺷﺮﮐﺖ‬
‫ﮐﻨﻨﺪﮔﺎن‪/‬ﻣﮭﻤﺎﻧﺎن آﻣﺎده ﻣﯽ ﮐﻨﻨﺪ‪ .‬اﯾﻦ ﻣﺮاﺳﻢ در طﯽ ﯾﮏ ﻣﺎه }ﭼﮭﺎر ﺷﺒﮫ ﺟﻤﻌﮫ ﮔﯽ( اﻧﺠﺎم ﻣﯿﺸﻮد‪ .‬ﻣﻌﻤﻮﻵ ھﺮ ھﻔﺘﮫ ﯾﮑﯽ از‬
‫اﻋﻀﺎی ﺧﺎﻧﻮاده ﻣﺼﺎرف ﺗﮭﯿﮫ ﻏﺬا را ﺑﺪوش )ﻋﮭﺪه( ﻣﯿﮕﯿﺮد‪.‬‬
‫ﺧﺎﻧﻮاده ھﺎی ﺛﺮوﺗﻤﻨﺪ ﻣﻼھﺎ را ﺑﺮای دﻋﺎ ﺑﺮای روح ﻣﺘﻮﻓﯽ ﺑﮫ ﻣﺪت ﯾﮏ ﺳﺎل اﺳﺘﺨﺪام ﻣﯽ ﮐﻨﻨﺪ ﺗﺎ ﻣﺮاﺳﻢ ﻗﺮآن ﺧﻮاﻧﯽ را‬
‫اﻧﺠﺎم دھﻨﺪ ﺑﺮای ﺷﺨﺺ ﻓﻮت ﺷﺪه دﻋﺎ ﮐﻨﻨﺪ‪ .‬در روز ﭼﮭﻠﻢ ﺗﺸﯿﯿﻊ ﺟﻨﺎزه‪ ،‬اﻗﻮام و دوﺳﺘﺎن ﻧﺰدﯾﮏ دوﺑﺎره ﺑﮫ ھﺪﯾﺮه ﺷﺨﺺ ﻓﻮت‬
‫ﺷﺪه ﻣﯽ روﻧﺪ و ﺑﺮای روح او دﻋﺎ ﻣﯿﮑﻨﻨﺪ‪ .‬ﺑﻌﺪآ اﺷﺘﺮاک ﮐﻨﻨﺪه ﮔﺎن ﺑﺮای ﺻﺮف ﻏﺬا ﺑﮫ ﺧﺎﻧﮫ ﻣﺘﻮﻓﯽ ﺑﺎزﻣﯽﮔﺮدﻧﺪ‪.‬‬
‫ﯾﮏ ﺳﺎﻟﮕﯽ در ﺧﺎﻧﮫ ای ﻣﺘﻮﻓﯽ ﺗﺠﻠﯿﻞ ﻣﯿﺸﻮد و دوﺳﺘﺎن ﺑﺮای آﺧﺮﯾﻦ ﻣﺮاﺳﻢ ﻣﯽ آﯾﻨﺪ‪ .‬دوﺳﺘﺎن ﻧﺰدﯾﮏ و اﻋﻀﺎی ﺧﺎﻧﻮاده ﺑﮫ‬
‫زﯾﺎرت ﻗﺒﺮ ﻣﯽ روﻧﺪ‪ ،‬روی ﻗﺒﺮ آب ﻣﯽ ﭘﺎﺷﻨﺪ و ﮔﻞ ﻣﯽ ﮔﺰارﻧﺪ‪.‬‬
‫______________________________________________________________________________‬
‫ ﻧﺴﺒﺖ ارث ﺑﮫ‬.‫ ﺧﺎﻧﻮاده در ﻣﻮرد ارث )ﻣﻌﻤﻮﻻً زﻣﯿﻦ و ﭘﻮل( ﺷﺨﺺ ﻣﺘﻮﻓﯽ ﺗﺼﻤﯿﻢ ﻣﯽ ﮔﯿﺮﻧﺪ‬.‫زﻧﺪﮔﯽ ﺑﺎﯾﺪ اداﻣﮫ داﺷﺘﮫ ﺑﺎﺷﺪ‬
‫ دﺧﺘﺮان ﻣﻌﻤﻮﻻ وﺳﺎﯾﻞ ﺧﺎﻧﮫ ﺑﯿﺸﺘﺮی‬،‫ ﺑﺎ اﯾﻦ ﺣﺎل‬.‫ ﯾﻌﻨﯽ ﭘﺴﺮان ﻣﺘﻮﻓﯽ دو ﺳﮭﻢ و دﺧﺘﺮان ﯾﮏ ﺳﮭﻢ ﻣﯽﮔﯿﺮﻧﺪ‬،‫ﻧﻔﻊ ﻣﺮد اﺳﺖ‬
‫ ﭘﺴﺮان ﮐﻮﭼﮑﺘﺮ اﻏﻠﺐ در ﻋﻮض زﻣﯿﻦ ﭘﻮل ﻧﻘﺪ درﯾﺎﻓﺖ‬.‫ ﭘﺴﺮ ﺑﺰرگ اﻏﻠﺐ زﻣﯿﻨﯽ ﺑﺮای زراﻋﺖ ﻣﯽ ﮔﯿﺮد‬.‫درﯾﺎﻓﺖ ﻣﯽ ﮐﻨﻨﺪ‬
‫ ﻣﮭﺮﯾﮫ دﺧﺘﺮان ﻣﺠﺮد را ﺑﺮادران‬.‫ ﯾﺎ ﭼﻨﺪ ﺑﺮادر ﺑﺎ ھﻢ ﯾﮑﺠﺎ روی زﻣﯿﻦ ﮐﺎر ﻣﯽ ﮐﻨﻨﺪ و درآﻣﺪ آن را ﺗﻘﺴﯿﻢ ﻣﯽ ﮐﻨﻨﺪ‬،‫ﻣﯽ ﮐﻨﻨﺪ‬
.‫ﺑﺰرﮔﺘﺮ ﺗﺎ زﻣﺎن ازدواج ﻧﮕﮭﻤﯿﺪارﻧﺪ‬
Source: Dupree, 1973
Reading Strategies
Retelling
Work with a partner or alone and retell the story or main ideas of the text in your own words,
focusing on the most important events or ideas. If you work alone, write the main ideas of the
text on a piece of paper.

Afghans prefer to bury their dead facing Mecca (a holy city in Saudi
1. ‫ص‬
Arabia).
2. Those who can afford it spend lavishly on their family member’s grave. ‫ص‬
3. A parallel foot and headstone mean that the deceased is a female. ‫ص‬
4. Funeral ceremonies continue long after a family member’s death. ‫ص‬
After a death, family members and relatives gather each Thursday
5. evening in the deceased’s house to recite from the Quran and pray for ‫ص‬
the deceased's soul.
6. On the 40th day of death, more relatives and friends come together. ‫ص‬
Some rituals, such as Thursday evening and the 40th death day
7. ‫ص‬
celebration, are more culturally motivated than Islamic based.
8. For inheritance, daughters receive half of what sons receive. ‫ص‬
9. The deceased’s daughter(s) usually receives household goods too. ‫ص‬
10. Daughters receive the same portion of the inheritance as sons. ‫غ‬
______________________________________________________________________________
Learning Activity 13. Work with a partner or alone. Read the article “Death and Inheritance”
Singular Verb Pre/

Work with a partner or alone and write in Dari a few essential facts related to “Death and
Inheritance” using your own words.
______________________________________________________________________________
nouns, etc.).
‫ﺷﻤﻊ‬ ‫ﺳﻮاﻧﺢ‬ ‫ﻗﺮآن ﺧﻮاﻧﯽ‬ ‫دوﺑﺮار‬ ‫ﻏﺬا‬
.‫ _________ ﺷﺨﺺ ﻓﻮت ﺷﺪه را روی ﻗﺒﺮ او ﻣﯽ ﻧﻮﯾﺴﻨﺪ‬،‫ ﺧﺎﻧﻮاده ھﺎی ﮐﮫ ﺗﻮان ﻣﺎﻟﯽ دارﻧﺪ‬۱
.‫ ﺑﻌﻀﯽ ﻣﺮدم روی ﻗﺒﺮ __________ روﺷﻦ ﻣﯽ ﮐﻨﻨﺪ‬۲
.‫ ﻣﻌﻤﻮﻵ ﺑﺴﯿﺎری از ﻣﺮدم در ﺷﺒﮫ ﺟﻤﻌﮫ ﻣﺤﻔﻞ ______________ را ﺑﺮﭘﺎ ﻣﯽ ﮐﻨﻨﺪ‬۳
.‫ ﺧﺎﻧﻮاده ﻣﺘﻮﻓﯽ ﺑﺎﯾﺪ ________ آﻣﺎده ﮐﻨﺪ‬،‫ ھﺮ وﻗﺖ ﮐﮫ دوﺳﺘﺎن و اﻗﺎرب ﻧﺰدﯾﮏ در ﺧﺎﻧﮫ ﻣﺘﻮﻓﯽ ﺟﻤﻊ ﻣﯿﺸﻮﻧﺪ‬۴
.‫ ﻧﺴﺒﺖ ﻣﯿﺮاث ﭘﺴﺮان ـــــــــــــــــــــــــــــــــ ﻧﺴﺐ ﻣﯿﺮاث دﺧﺘﺮان اﺳﺖ‬۵
Key:
۵ ۴ ۳ ۲ ۱
‫دوﺑﺮار‬ ‫ﻏﺬا‬ ‫ﻗﺮآن ﺧﻮاﻧﯽ‬ ‫ﺷﻤﻊ‬ ‫ﺳﻮاﻧﺢ‬
Learning Activity 16. Refer to both “Death and Inheritance” passages. Work with a partner or
alone. Write a short email in Dari to a friend and tell them about customs and beliefs surrounding
death in Afghan culture. Also, mention if anything in the passage has surprised you. Use an
online Dari/Persian dictionary to look up some words.
______________________________________________________________________________
Learning Activity 17. Compare Death and Inheritance practices in Afghan culture with those of
your own. What similarities and differences do you notice? Write your findings in Dari.
CHP 3. 2. EVALUATING
Learning Activity 18. Work with a partner or alone. Describe how the Afghan culture views
death in relation to religious beliefs, such as Islam. Make sure to look up some information
______________________________________________________________________________
The Concept of Afterlife
Afghan culture, like many other cultures, has varying beliefs about the concept of an afterlife.
Most Afghans are Muslims, and Islam teaches that there is an afterlife in which people are
judged based ‫ ﺑﮫ اﺳﺎس‬on their deeds in life.
According to Islamic belief ‫ﺑﺎور‬, after death, a person's soul is judged by Allah and sent either to
Jannah (heaven) ‫ ﺟﻨﺖ‬or Jahannam ‫( دوزخ‬hell)
based on their deeds in life. Afghans believe that it
is important to live a righteous life and perform
good deeds to ensure a place in Jannah.
Afghan culture also places a high value ‫ ارزش‬on

the role of ancestors and the idea that they continue
to watch over and guide their living descendants.
Many Afghans believe that the actions of their
ancestors can affect their own lives, and they may
perform rituals and ceremonies ‫ ﻣﺮاﺳﻢ‬to honor and
appease them.
Learning Activity 19. Research on the internet or brainstorm with your partner. Explore ways
that the Afghan perspective on inheritance differs from Western or non-Afghan perspectives you
are familiar with and explain what challenges might arise in cross-cultural interactions related to
these sensitive topics. Write your findings in the following space:
______________________________________________________________________________
Learning Activity 20. Utilizing your current knowledge and skills, develop an informational
sheet in Dari. Detail the roles that family and community members assume during the mourning
and burial processes in Afghan culture. Additionally, explore how Afghan culture perceives
death in the context of gender, age, and other social factors. For a more comprehensive
understanding, conduct some online research.
Learning Activity 21. Read the proverb. Work with a partner or alone to look up ' ‫ﺧﺪا ﮐﻔﻦ ﮐﺶ‬
‫ 'ﺳﺎﺑﻖ را ﺑﯿﺎﻣﺮزد‬on Google. Read the story behind this Dari saying. Write down your understanding
of how this saying emerged in the space below.
DARI PROVERB
.(‫ﺧﺪا ﮐﻔﻦ ﮐﺶ ﺳﺎﺑﻖ را ﺑﺒﺨﺸﮫ )ﺑﺒﺨﺸﺪ‬
Transliteration: xadā kafan kaš sābaq rā bebaxša.
Literal: May God have mercy on the former shroud puller.
Meaning: When the actions of a successor are more reprehensible than the predecessor, people
use this phrase. That is, the latter is more intense and crueler compared to the former.
______________________________________________________________________________

I can understand and explain some traditional practices or customs related
1.
to death in the Afghan culture.
I can exchange ideas and explain the rationale behind practices related to
2.
inheritance after death in the Afghan culture.
I can present on how Afghans' attitudes toward death compare to those of
3.
other cultures or religions.
I can write a short paragraph about death and inheritance in the Afghan
4.
culture.
______________________________________________________________________________
Chapter Objectives:
about the Afghan life cycle.
• Exchange information in conversations on the Afghan life cycle that I have researched, using
connected sentences that may combine to form paragraphs and asking a variety of questions,
• Give a detailed presentation on the Afghan life cycle that I have researched, using a few short
paragraphs, often across various time frames.
• Compare products and practices in my own and other cultures related to the Afghan life
cycle.
______________________________________________________________________________
Topic: Life Cycle in Afghanistan
Objective: Analyze various sources to understand the traditional stages of the Afghan life
cycle and how they differ from Western models.
Activity:
• Read articles, watch documentaries, or listen to podcasts about life cycle rituals in
Afghan culture.
• What are the traditional stages of the Afghan life cycle?
• How do Afghan cultural and religious beliefs influence these stages?
Assessment:
• Written responses to comprehension questions.
• A reflective essay in Dari comparing Afghan life cycle stages with those in Western
cultures.
Objective: Discuss the cultural practices and beliefs surrounding birth, childhood, death, and
mourning in Afghan culture.
Activity:
• Key cultural practices and beliefs from birth to childhood in Afghan culture.
• Perceptions of death and the mourning process in Afghan culture.
• The role of family and community in these life stages.
Assessment:
• Participation in discussions, emphasizing your ability to express and support your
ideas.
• Peer feedback on language use, cultural understanding, and interaction skills.
Objective: Present a comprehensive understanding of how traditional practices and cultural

beliefs in Afghanistan influence life cycle stages.
Activity:
• The different stages of the life cycle in Afghan culture.
• How these stages are influenced by cultural and religious beliefs.
• The role of community in birth, childhood, and mourning rituals.
Assessment:
______________________________________________________________________________

Activity:
• Group discussion to synthesize learning and reflect on the cultural significance of life
cycle rituals in Afghan culture.
Assessment:
Notes to Educators:
Select culturally appropriate and accessible materials that provide insight into the Afghan life
cycle. Encourage students to explore the complexities of these cultural practices with sensitivity
and respect.
______________________________________________________________________________
CHP 3. VOCABULARY

life cycle čarx zandagi ‫ﭼﺮخ زﻧﺪه ﮔﯽ‬
naturally tabi'atan ‫طﺒﯿﻌﺘﺂ‬
individual anfrādi ‫اﻧﻔﺮادی‬
similarity šabāhat ‫ﺷﺒﺎھﺖ‬
the fields mazāra' ‫ﻣﺰارع‬
tending the herd māldāri ‫ﻣﺎﻟﺪاری‬
political syāsi ‫ﺳﯿﺎﺳﯽ‬
the warrior jangjo ‫ﺟﻨﮕﺠﻮ‬
kinship xešāwandi ‫ﺧﯿﺸﺎوﻧﺪی‬
essential element 'ansar asāsi ‫ﻋﻨﺼﺮ اﺳﺎﺳﯽ‬
obligation makalafyat ‫ﻣﮑﻠﻔﯿﺖ‬
the individual fard ‫ﻓﺮد‬
patriarch mard sālār ‫ﻣﺮدﺳﺎﻻر‬
heritage mirās/ars ‫ ارث‬/‫ﻣﯿﺮاث‬
member a'zā ‫اﻋﻀﺎ‬
heritage mirās ‫ﻣﯿﺮاث‬
death/dying marg ‫ﻣﺮگ‬
cry garyān kardan ‫ﮔﺮﯾﺎن ﮐﺮدن‬
peace and tranquility sabr kardan ‫ﺻﺒﺮ ﮐﺮدن‬
relatives xešāwandān/aqārab ‫ اﻗﺎرب‬/ ‫ﺧﻮﯾﺸﺎوﻧﺪان‬
sympathy ğamšariki ‫ﻏﻢ ﺷﺮﯾﮑﯽ‬
the dead marda/matawafā ‫ ﻣﺮﺣﻮم‬،‫ ﻣﯿﺖ‬،‫ ﻣﺘﻮﻓﯽ‬/ ‫ﻣﺮده‬
prayer namāz janāza ‫ﻧﻤﺎز ﺟﻨﺎزه‬
consolation tasalyat gaftan ‫ﺗﺴﻠﯿﺖ ﮔﻔﺘﻦ‬
screaming čiğ zadan/faryād kardan ‫ ﻓﺮﯾﺎد ﮐﺮدن‬/ ‫ﭼﯿﻎ زدن‬
to be scattered pāš dādan ‫ﭘﺎش دادن‬
burial dafn kardan ‫دﻓﻦ ﮐﺮدن‬
the shroud kafan ‫ﮐﻔﻦ‬
funeral janāza ‫ﺟﻨﺎزه‬
the mosque masjad ‫ﻣﺴﺠﺪ‬
______________________________________________________________________________
CHAPTER FOUR
‫ﻓﺼﻞ ﭼﮭﺎرم‬
RELIGION
‫ﻣﺬھﺐ‬
______________________________________________________________________________
LEARNING OBJECTIVES

Chapter Objectives
descriptive informational texts regarding religion in Afghanistan.
minimally cohesive paragraphs.
Chapter Objectives
regarding religion in Afghanistan.

unfamiliar concrete topics, in paragraphs and using various time frames through spoken and
written language.
Chapter Objectives
across major time frames regarding religion in Afghanistan.
D. Intercultural:
● Interact: I can interact at a competent level in familiar and some unfamiliar contexts
Chapter Objectives
● Compare products and practices in my own and other cultures concerning religion in
Afghanistan.
______________________________________________________________________________
LESSON 1
‫درس اول‬
ISLAM AS THE DOMINANT RELIGION OF AFGHANISTAN
‫اﺳﻼم ﺑﮫ ﻋﻨﻮان دﯾﻦ ﻋﻤﺪه اﻓﻐﺎﻧﺴﺘﺎن‬
• How has Islam shaped the culture and society of Afghanistan?

• What are the key differences between Sunni and Shia Islam in Afghanistan, and how
have these differences influenced religious conflict in the country?
● What role does Islam play in everyday life for Afghan citizens, and how has this changed
over time?
______________________________________________________________________________
In this lesson, you will identify the impact of Islam on Afghan culture, society, politics, and daily
life. The grammatical aspect of the lesson will focus on the past subjective. The first part of the
lesson focuses on colloquial Dari, while the second part covers standard Dari.
______________________________________________________________________________
‫‪ISLAM AS THE DOMINANT RELIGION OF AFGHANISTAN‬‬
‫‪Learning Activity 1. As you listen to the passage, think about the significance of Islam to‬‬
‫‪Afghans. For scaffolding, synonyms of some words are provided inside the brackets.‬‬
‫‪Islam as the Dominant Religion of Afghanistan‬‬
‫اﺳﻼم‬
‫اﺳﻼم در ﺳﺎﺧﺘﺎر )ﺗﺸﮑﯿﻞ( ﻓﺮھﻨﮓ و ﺟﺎﻣﻌﮫ اﻓﻐﺎﻧﺴﺘﺎن ﻧﻘﺶ ﻣﺤﻮری )ﮐﻠﯿﺪی‪ ،‬ﻋﻤﺪه( داره‪ .‬ﺣﺪود ‪ ۹۹‬درﺻﺪ )ﻓﯿﺼﺪ( از ﻣﺮدم‬
‫اﻓﻐﺎﻧﺴﺘﺎن ﺑﮫ اﺳﻼم ﺳﻨﯽ و اﻗﻠﯿﺘﯽ ﭘﯿﺮو ﻣﺬھﺐ ﺷﯿﻌﮫ ھﺴﺘﻨﺪ‪.‬‬
‫اﺳﻼم از ﻗﺮنھﺎ ﻗﺒﻞ ﺟﺰء ﻻﯾﻨﻔﮏ )ﺑﻨﯿﺎدی( زﻧﺪﮔﯽ ﻣﺮدم در اﻓﻐﺎﻧﺴﺘﺎن ﺑﻮده اﺳﺖ ﮐﮫ ﺑﺮ آداب‪ ،‬ﻋﻘﺎﯾﺪ و ﺳﻨﺖھﺎی آﻧﮭﺎ ﺗﺄﺛﯿﺮ‬
‫ﮔﺬاﺷﺘﮫ اﺳﺖ‪ .‬اﺻﻮل اﺳﻼﻣﯽ در ﻗﻮاﻧﯿﻦ‪ ،‬ﺣﮑﻮﻣﺘﺪاری و ھﻨﺠﺎر )ﻣﻌﯿﺎر( ھﺎی اﺟﺘﻤﺎﻋﯽ اﻓﻐﺎﻧﺴﺘﺎن ﻣﻨﻌﮑﺲ ﺷﺪه اﺳﺖ‪ .‬ﺑﮫ ﻋﻨﻮان‬
‫ﻣﺜﺎل‪ ،‬ﻗﻮاﻧﯿﻦ اﻓﻐﺎﻧﺴﺘﺎن ﺷﺎﻣﻞ ﺷﺮﯾﻌﺖ ﯾﺎ ﻗﻮاﻧﯿﻦ اﺳﻼﻣﯽ اﺳﺖ ﮐﮫ اﻣﻮر )ﻣﻌﺎﻣﻼت( ﺧﺎﻧﻮاده ﮔﯽ‪ ،‬ﻣﻌﺎﻣﻼت ﺗﺠﺎرﺗﯽ )ﺑﺎزرﮔﺎﻧﯽ(‬
‫و ﻋﺪاﻟﺖ ﮐﯿﻔﺮی )ﺟﺰا( را ﺗﻨﻈﯿﻢ )اداره( ﻣﯽ ﮐﻨﺪ‪ .‬دﯾﻦ ھﻤﭽﻨﯿﻦ ﺑﺮ ﻧﻘﺶ )رول( ھﺎی ﺟﻨﺴﯿﺘﯽ )ﻣﺮد‪/‬زن( ﺗﺄﺛﯿﺮ ﻣﯽﮔﺬارد‪ .‬ﺗﻔﺎﺳﯿﺮ‬
‫)ﺑﺮداﺷﺖ( ﻣﺤﺎﻓﻈﮫ ﮐﺎراﻧﮫ )اﻓﺮاطﯽ( از اﺳﻼم ﮐﮫ اﻏﻠﺐ ﺑﺮ اﺳﺎس ﺟﻨﺴﯿﺖ ﺗﻔﮑﯿﮏ )ﺟﺪا( ﻣﯽﺷﻮﻧﺪ ﻓﺮﺻﺖ ھﺎ و اﻣﮑﺎﻧﺎت زﻧﺎن‬
‫را ﮐﻤﺘﺮ و ﻣﺤﺪود ﺗﺮ ﻣﯿﺴﺎزد‪.‬‬
‫ﺑﺪون درﻧﻈﺮ داﺷﺖ اﺧﺘﻼﻓﺎت ﻗﻮﻣﯽ و ﻣﻨﻄﻘﮫ ای‪ ،‬دﯾﻦ ﺑﮫ ﻋﻨﻮان ﯾﮏ ﺟﺰء ﻣﮭﻢ زﻧﺪﮔﯽ اﻓﻐﺎن ھﺎ ﺗﺄﯾﯿﺪ ﺷﺪه اﺳﺖ‪ .‬ﺗﻐﯿﯿﺮات‬
‫اﺟﺘﻤﺎﻋﯽ‪ ،‬اﻗﺘﺼﺎدی و ﺳﯿﺎﺳﯽ ھﻤﯿﺸﮫ از دﯾﺪﮔﺎه ﻣﺬھﺒﯽ ﺗﻌﺒﯿﺮ و ﺗﻔﺴﯿﺮ ﻣﯿﺸﻮد‪ .‬از ھﻤﯿﻨﺮو ﻣﺬھﺐ ﻧﻘﺶ ﻣﮭﻤﯽ در ﺳﯿﺎﺳﺖ‬
‫اﻓﻐﺎﻧﺴﺘﺎن ﺑﮫ وﯾﮋه در دوران ﺣﮑﻮﻣﺖ طﺎﻟﺒﺎن داﺷﺘﮫ اﺳﺖ‪.‬‬
‫ﻋﻼوه ﺑﺮ اﺳﻼم‪ ،‬ﭘﯿﺮوان ادﯾﺎن دﯾﮕﺮی از ﺟﻤﻠﮫ ھﻨﺪو‪ ،‬ﺳﯿﮏ و ﻣﺴﯿﺤﯽ ﻧﯿﺰ در اﻓﻐﺎﻧﺴﺘﺎن وﺟﻮد دارﻧﺪ‪ .‬اﯾﻦ ﮔﺮوه ھﺎی اﻗﻠﯿﺖ‬
‫ﺑﻌﻀﺂ ﺑﺎ آزار و اذﯾﺖ ھﺎی ﺗﺒﻌﯿﺾ آﻣﯿﺰ ﻣﻮاﺟﮫ ﻣﯿﺸﻮﻧﺪ‪ .‬در ﺣﺎل ﺣﺎﺿﺮ ﺷﻤﺎری زﯾﺎد از ﭘﯿﺮوان ﻣﺬاھﺐ ﻏﯿﺮ از اﺳﻼم ﻣﺠﺒﻮر‬
‫ﺑﮫ ﺗﺮک ﮐﺸﻮر ﺷﺪه اﻧﺪ‪.‬‬
‫______________________________________________________________________________‬
How Does Islam Guide Afghans Way of Life?
Islam has significantly ‫ ﻗﺎﺑﻞ ﺗﻮﺟﮫ‬influenced the culture, society, and perspectives ‫ ﻧﮕﺎه‬of the
Afghan people. Here are some specific ways in which Islam has shaped Afghanistan's culture
and influenced the views of its people:
• Religious Practices: Islam shapes Afghan’s daily lives and practices. The five daily prayers,
fasting ‫ روزه‬during the month of Ramadan, and the Hajj pilgrimage to Mecca are all
important religious practices in Afghanistan.
• Social Norms: Islamic principles

regulate ‫ ﺗﻨﻈﯿﻢ ﮐﺮدن‬social norms
in Afghanistan, including gender
roles and family structure.
Women are expected to dress
modestly and are often
segregated ‫ ﺟﺪا ﺷﺪه‬from men in
public spaces. Respect for elders,
hospitality, and honor are also
deeply ingrained in Afghan
culture and are informed by
Islamic values.
• Education: Islamic education ‫ درس اﺳﻼﻣﯽ‬plays a vital role in Afghan society. Many Afghans
attend madrasas, or Islamic schools, to learn about Islamic law and values. Islamic education
also informs the curriculum in public schools, with the study of the Quran and Islamic history
as mandatory subjects.
______________________________________________________________________________
central role rol/naqš markazi ‫ ﻧﻘﺶ ﻣﺮﮐﺰی‬/ ‫رول‬ ۱
Sunni sani ‫ﺳﻨﯽ‬ ۲
Shia ši'a ‫ﺷﯿﻌﮫ‬ ۳
century qarn ‫ﻗﺮن‬ ۴
inseparable/invisible/
lāyanfak ‫ﺟﺪا ﻧﺎﺷﺪه ﻧﯽ‬/‫ﺑﯿﻨﺎدی‬/‫ﻻﯾﻨﻔﮏ‬ ۵
inseparable
belief ' aqida ‫ﻋﻘﯿﺪ‬ ۶
Islamic principles asol aslāmi ‫اﺻﻮل اﺳﻼﻣﯽ‬ ۷
the law qānun ‫ﻗﺎﻧﻮن‬ ۸
‫ﺷﺮﯾﻌﺖ‬
Sharia šari'at ۹
criminal justice 'adālat kefari ‫ﻋﺪاﻟﺖ ﮐﯿﻔﺮی‬ ۱۰
gender jansyat ‫ﺟﻨﺴﯿﺖ‬ ۱۱
religion mazhab ‫ﻣﺬھﺐ‬ ۱۲
minority aqalyat ‫اﻗﻠﯿﺖ‬ ۱۳
discriminatory tab'iz āmez ‫ﺗﺒﻌﯿﺾ آﻣﯿﺰ‬ ۱۴
to face mawāja šadan ‫ﻣﻮاﺟﮫ ﺷﺪن‬ ۱۵
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Vocabulary Review
Identify key vocabulary from the listening text and review them and their meanings. This will
help you understand the passage more fully and improve your comprehension.
online dictionary.
central ‫ﻣﺮﮐﺰی‬
indivisible ‫ﺑﻨﯿﺎدی‬
principles ‫اﺻﻮل‬
‫ﺷﺮﯾﻌﺖ‬
Sharia
justice ‫ﻋﺪاﻟﺖ‬
punishment ‫ﺟﺰا‬
beliefs ‫ﻋﻘﺎﯾﺪ‬
Sunni ‫ﺳﻨﯽ‬
Shia ‫ﺷﯿﻌﮫ‬
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Learning Activity 4. Define the words and phrases in English.
gender ‫ﺟﻨﺴﯿﺖ‬
diverse ‫ﻣﺘﻨﻮع‬
religious minorities ‫اﻗﻠﯿﺖ ھﺎی ﻣﺬھﺒﯽ‬
follower ‫ﭘﯿﺮو‬
belief ‫ﻋﻘﯿﺪه‬
beliefs ‫ﻋﻘﺎﯾﺪ‬
statements.

The majority of Afghans follow the Sunni sect of Islam. ‫ص‬
Islam guides day to day practices of Muslims in general. ‫ص‬
The Afghan government’s laws are based on Islamic principles. ‫ص‬
“Sharia/Sharia law” is Islamic law that regulates matters related to all aspects
‫ص‬
of life in Afghanistan.
Over 50 percent of Afghans are Shiites. ‫غ‬
Traditional customs and practices vary widely across the country. ‫ص‬
Regional and ethnic differences shape local culture. ‫ص‬
Other religious minorities live alongside Muslims in Afghanistan. ‫ص‬
Islam limits opportunities for women. ‫غ‬
Islam enforces gender-based segregation. ‫ص‬
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How Does Islam … Cont’d
• Politics: Islam has played a significant role ‫ ﻧﻘﺶ ﻣﮭﻢ‬in Afghan politics. Islamic law, or Sharia,
is incorporated into Afghan law, and religious leaders have been influential in shaping
political decisions. Islamic political parties and movements have also played a role in
shaping political discourse.
• Art and Literature: Islamic art and literature ‫ ادب‬have

influenced Afghan culture, with calligraphy, poetry, and
music all reflecting Islamic principles and values.
• Perspective on the World: Islam shapes the way that many

Afghans view the world. For example, the concept of
Tawhid, or the unity ‫ اﺗﺤﺎد‬of God, is central to Islamic belief
and influences the way that many Afghans view the
interconnectedness of all things in the universe.
Overall, Islam has had a profound impact ‫ ﺗﺎﺛﯿﺮ ﻋﻤﯿﻖ‬on Afghan culture and society, influencing
religious practices, social norms, education, politics, and art. Islamic principles continue to
shape the perspectives of many Afghans and are a fundamental part of their identity and
worldview.
______________________________________________________________________________
Listen to the passage “Islam as the Dominant Religion of Afghanistan.” Then choose two
supporting ideas from the passage and complete the following organizational chart for each idea.
Provide supporting details and offer examples.
Main Idea: Islam as the Dominant Religion of Afghanistan
Example: Example:
Learning Activity 7. Work with a partner or alone. Read the passage “Islam as the Dominant
Religion of Afghanistan” and complete the following table by writing the part of speech.
Singular Plural Oblique Verb Pre/

Pronoun Adjective
Noun Noun Noun(s) (Infinitive) Postposition
______________________________________________________________________________
Religious Conflict and Sectarianism
Afghanistan is a country that has been plagued by religious conflict and Sectarianism/‫ﻓﺮﻗﮫ ﮔﺮاﯾﯽ‬
for decades. The country's turbulent history has been shaped by the interplay of different ethnic
and religious groups, including Sunni and Shia Muslims, as well as other minority/‫ اﻗﻠﯿﺖ‬religions
such as Hinduism, Sikhism, and Christianity.
The roots of religious conflict in Afghanistan can be traced back to the country's early history
when it was a crossroads of diverse cultures and religions. The country's location at the
crossroads of Central Asia, South Asia, and the Middle East made it a natural site for the
exchange of goods, ideas, and beliefs. However, this diversity ‫ ﺗﻨﻮع‬also made it a site of intense
competition and conflict between different groups.
One of the most significant sources of religious

conflict in Afghanistan is the divide between
Sunni and Shia Muslims. Although most
Afghans are Sunni Muslims, there is a
significant ‫ ﻗﺎﺑﻞ ﺗﻮﺟﮫ‬minority of Shia Muslims in
the country. The divide between these two
groups has been a source of tension and conflict
for centuries, with each group accusing the other
of heresy and deviance
______________________________________________________________________________
Past Subjunctive
As we discussed with the Present Subjunctive, under typical conditions, the subjunctive is
associated with elements of doubt, ambiguity, uncertainty, and tentativeness. For more
information, please refer to the explanation of the Perfect Subjunctive.
Contrary to English, in Dari the past subjunctive is differentiated into two categories: simple past
and past continuous. This distinction is based on the tense of the main verb in the sentence.
When using modal verbs such as ‫ ﺑﺎﯾﺪ‬bāyad (meaning 'must' or 'should') and ‫ ﺷﺎﯾﺪ‬šāyad (meaning
'perhaps' or 'maybe'), as well as the conjunction ‫ اﮔﺮ‬agar ('if'), a conjugated past progressive verb
is employed.
English Dari
Standard Colloquial
Perhaps I would have gone there. .‫ﺷﺎﯾﺪ ﺑﮫ آﻧﺠﺎ ﻣﯿﺮﻓﺘﻢ‬ .‫ﺷﺎﯾﺪ ﺑﮫ اوﻧﺠﮫ ﻣﯿﺮﻓﺘﻢ‬
He had to participate in the funeral. .‫ﺑﺎﯾﺪ در ﻣﺮاﺳﻢ ﺟﻨﺎزه ﺷﺮﮐﺖ ﻣﯿﮑﺮد‬ .‫ﺑﺎﯾﺪ د ﺟﻨﺎزه ﻣﯿﺮﻓﺖ‬
You had to control your anger. .‫ﺑﺎﯾﺪ ﻗﮭﺮ ات را ﮐﻨﺘﺮول ﮐﻨﯽ‬ .‫ﺑﺎﯾﺪ ﻗﺎ ِر ﺗﮫ ﮐﻨﺘﺮول ﮐﻨﯽ‬
English Dari
Standard Colloquial
If you had gone there, .‫ او ھﻢ ﻣﯽ آﻣﺪ‬،‫اﮔﺮ آﻧﺠﺎ ﻣﯿﺮﻓﺘﯿﺪ‬ .‫ او ھﻢ ﻣﯿﺎﻣﺪ‬،‫اﮔﮫ اوﻧﺠﮫ ﻣﯿﺮﻓﺘﯽ‬
he/she would have gone too.
If you had loved her, you would ‫ در ﺟﻨﺎزه‬،‫اﮔﺮ او را دوﺳﺖ ﻣﯿﺪاﺷﺘﯿﺪ‬ ‫ د‬،‫اﮔﮫ او را دوﺳﺖ ﻣﯿﺪاﺷﺘﯽ‬
have gone to her funeral. .‫اش ﺷﺮﮐﺖ ﻣﯽ ﮐﺮدﯾﺪ‬ .‫ﺟﻨﺎزﯾﺶ ﻣﯿﺮﻓﺘﯽ‬
If you had controlled your anger, she ‫ او‬،‫اﮔﺮ ﻗﮭﺮت را ﮐﻨﺘﺮول ﻣﯽ ﮐﺮدی‬ ‫ او‬،‫اﮔﮫ ﻗﺎرت ﮐﻨﺘﺮول ﻣﯿﮑﺪی‬
would have not gotten sad. .‫ﺧﻔﮫ ﻧﻤﯿﺸﺪ‬ .‫ﺧﻔﮫ ﻧﻤﯿﺸﺪ‬
______________________________________________________________________________
Sometimes the phrase "‫ "ﮐﺎش ﮐﮫ‬kāš ke and "‫ ”ﻣﯿﺨﻮاﺳﺘﻢ‬mi xāstam are used in the past subjunctive to
express a wish or regret:
English Dari
Standard Colloquial
I wish I had not eaten that food. .‫ﮐﺎﺷﮑﮫ اﯾﻦ ﻏﺬا ﻧﺎ ﻧﻤﯿﺨﻮردم‬ .‫ﮐﺎﺷﮑﯽ ﻧﺎﻧﮫ ﻧﻤﯿﺨﻮردم‬
I wish you had asked her first. .‫ﮐﺎﺷﮑﮫ اول از او ﻣﯽ ﭘﺮﺳﯿﺪی‬ .‫ﮐﺎﺷﮑﯽ اول از او ﭘﺮﺳﺎن ﻣﯿﮑﺪی‬
I have always wanted to go there. .‫ھﻤﯿﺸﮫ ﻣﯿﺨﻮاﺳﺘﻢ ﺑﮫ آﻧﺠﺎ ﺑﺮوم‬ .‫ھﻤﯿﺸﮫ ﻣﯿﺨﺎﺳﺘﻢ اوﻧﺠﮫ ﺑﺮم‬
You could have seen her yesterday. .‫ﻣﯿﺘﻮاﻧﺴﺘﯽ ﮐﮫ او را دﯾﺮوز ﺑﺒﯿﻨﯽ‬ .‫ﻣﯽ ﺗﺎﻧﺴﺘﯽ ﮐﮫ او ره دﯾﺮوز ﺑﺒﯿﻨﯽ‬
Learning Activity 8. Select the most appropriate phrase to make the Past Subjunctive. Multiple
I wish I had sent food to the mourning family. ._____ ‫_______ ﺑﮫ ﺧﺎﻧﮫ ﻋﺰا دار ﻏﺬا روان‬ ۱
If he had not gone to the funeral, the .‫ ﻓﺎﻣﯿﻞ ﻣﯿﺖ ﺧﻔﮫ ﻣﯿﺸﺪ‬، ________ ‫اﮔﺮ ﺑﮫ ﻓﺎﺗﺤﮫ‬ ۲
deceased's family would have been sad.
I wanted to talk to her, but I could not dare. .‫ اﻣﺎ ﺟﺮﺋﺖ ﻧﮑﺮدم‬،‫__________ ﺑﺎ او ﺻﺤﺒﺖ ﮐﻨﻢ‬ ۳
I went to his house to see him. .‫ﻣﻦ ﺑﮫ ﺧﺎﻧﮫ اش _________ ﮐﮫ او را ﺑﺒﯿﻨﻢ‬ ۴

If you had studied, you would have passed ._________‫ ﮐﺎﻣﯿﺎب‬،_______ ‫اﮔﺮ درس‬ ۵
the exam.
Key:
۵ ۴ ۳ ۲ ۱
‫ ﻣﯿﺸﺪی‬،‫ﻣﯿﺨﻮاﻧﺪی‬ ‫رﻓﺘﻢ‬ ‫ﻣﯿﺨﻮاﺳﺘﻢ‬ ‫ﻧﻤﯿﺮﻓﺖ‬ ‫ ﻣﯿﮑﺮدم‬،‫ﮐﺎﺷﮑﮫ‬
______________________________________________________________________________
Learning Activity 9. Write the following sentences in Dari using the past subjunctive with the
appropriate form of the verb. Use an online Dari/Persian dictionary to look up any necessary
words.
I wish you had asked me first. ۱
Please ask them not to lie. ۲

If I had gone to the meeting, I would
۳
have died.
Perhaps I would have gone there. ۴
We wanted to go there. ۵
Learning Activity 10. Create a short paragraph using the past subjunctive tense covered in this
lesson. Use Vocaroo | Online voice recorder to record yourself reading the text. Then, share the
______________________________________________________________________________
ISLAM AS THE DOMINANT RELIGION OF AFGHANISTAN
● How do religious differences influence social, political, and cultural dynamics in

Afghanistan?
with a partner.
● How have religious differences in Afghanistan contributed to conflict and violence?

● What are the key differences between Sunni and Shia Islam in Afghanistan, and how do
these differences influence religious tensions in the country?
______________________________________________________________________________
‫‪Before reading, brainstorm what you already know about the topic or draw on your personal‬‬
‫‪experiences related to the topic. This can help you to connect to the text and make it more‬‬
‫‪meaningful.‬‬
‫‪Religious Differences‬‬
‫اﺧﺘﻼﻓﺎت ﻣﺬھﺒﯽ‬
‫ﻧﻮﯾﺴﻨﺪه‪ :‬ﺗﻠﻮﯾﺰﯾﻮن ‪ ۱۹‬ﻣﯿﺰان ‪۱۴۰۱‬‬
‫ﻋﻠﻤﺎی دﯾﻦ در ﻗﻨﺪھﺎر ﻣﯽ ﮔﻮﯾﻨﺪ ﮐﮫ ﺑﺮﺧﯽ )ﺑﻌﻀﯽ( از ﺣﻠﻘﮫ ھﺎ )ﻣﺮدم( ﺳﻌﯽ در اﯾﺠﺎد )ﺑﻮﺟﻮد آوردن( اﺧﺘﻼﻓﺎت )ﺗﻔﺎوت(‬
‫ﻣﺬھﺒﯽ دارﻧﺪ‪.‬‬
‫اواﺧﺮ روز دوﺷﻨﺒﮫ‪ ،‬دهھﺎ ﺗﻦ از ﻋﻠﻤﺎی ﺷﯿﻌﮫ و ﺳﻨﯽ در ﻧﺸﺴﺘﯽ )ﻣﺠﻠﺲ( در ﺑﺎرﮔﺎه ﻣﺮﮐﺰی اﻣﺎم ﺷﮭﺮ ﻗﻨﺪھﺎر ﮔﻔﺘﻨﺪ ﮐﮫ ﺑﺮﺧﯽ‬
‫از ﮔﺮوهھﺎ ﺑﺮای اﯾﺠﺎد اﺧﺘﻼﻓﺎت ﻣﺬھﺒﯽ در اﻓﻐﺎﻧﺴﺘﺎن ﺑﮫ رھﺒﺮان ﻣﺬھﺒﯽ ﺷﯿﻌﮫ و ﺳﻨﯽ و ﯾﺎ ھﻢ ﺑﺎﻻی ﻣﺪارﺳﯽ دﯾﻨﯽ ﺣﻤﻠﮫ‬
‫ﻣﯽﮐﻨﻨﺪ‪ .‬اﻣﺎ اﯾﻦ ﺣﻤﻼت اﺗﺤﺎد و ھﻤﺒﺴﺘﮕﯽ را ﻣﯿﺎن اﻓﻐﺎﻧﮭﺎ ﻣﺴﺘﺤﮑﻢ ﺗﺮ )ﻗﻮی ﺗﺮ( ﻣﯿﺴﺎزد‪.‬‬
‫ﻋﻠﻤﺎی دﯾﻨﯽ ﮔﻔﺘﻨﺪ ﮐﮫ ﻋﻮاﻣﻞ ﺧﺎرﺟﯽ در ﻋﻘﺐ اﯾﻦ ﺧﺸﻮﻧﺖ ھﺎ ﻋﻠﯿﮫ اﻓﻐﺎن ھﺎ وﺟﻮد دارد‪.‬‬
‫ﺷﺮﮐﺖ ﮐﻨﻨﺪﮔﺎن در اﯾﻦ ﺟﻠﺴﮫ ﺧﻮاﺳﺘﺎر آن ﺷﺪﻧﺪ ﮐﮫ ﺑﺮای رﻓﻊ ﺗﻮطﺌﮫ )دﺳﯿﺴﮫ( ھﺎی ﺧﺎرﺟﯽ‪ ،‬ﺟﻠﺴﺎت ﻣﺸﺘﺮک ﺑﯿﺸﺘﺮی ﺑﯿﻦ‬
‫ﻋﻠﻤﺎی ﺷﯿﻌﮫ و ﺳﻨﯽ در ﺳﻄﺢ ﮐﺸﻮر ﺑﺮﮔﺰار ﺷﻮد و ﺑﺮای وﺣﺪت ﻣﻠﯽ ﺗﻼش )ﮐﻮﺷﺶ( ﺑﯿﺸﺘﺮی ﺻﻮرت ﮔﯿﺮد‪.‬‬
‫در اﯾﻦ ﻧﺸﺴﺖ ﻋﻠﻤﺎی ﺷﯿﻌﮫ و ﺳﻨﯽ‪ ،‬ﺣﻤﻼت اﺧﯿﺮ در ﮐﺸﻮر ﻧﯿﺰ ﻣﺤﮑﻮم ﺷﺪ و از طﺎﻟﺒﺎن ﺧﻮاﺳﺘﮫ ﺷﺪ ﺗﺎ ﺑﺮای ﻣﺠﺎزات ﻋﺎﻣﻼن‬
‫اﻗﺪام ﻋﻤﻠﯽ ﮐﻨﻨﺪ‪.‬‬
‫)‪ (amu.tv‬ﮐﻨﺪھﺎر ﮐﯥ دﯾﻨﻲ ﻋﺎﻟﻤﺎن واﯾﻲ‪ ،‬ځﯿﻨﯥ ﮐړۍ د ﻣﺬھﺒﻲ اﺧﺘﻼﻓﻮﻧﻮ ھڅﮫ ﮐﻮي | آﻣﻮ ټﻠﻮﯾﺰﯾﻮن ‪Source:‬‬
‫______________________________________________________________________________‬
Reading Strategies
Active Reading
reading.

1. This news was reported in the first month of the year. ‫غ‬
2. The meeting of Shia and Sunni scholars took place in Kandahar. ‫ص‬
According to religious scholars in Kandahar, there are efforts to foster
3. ‫غ‬
religious harmony in Afghanistan.
The scholars suggest that attacks on Shia and Sunni religious leaders or
4. ‫ص‬
religious schools are causing religious unity in Afghanistan.
It was suggested that these attacks on religious leaders and schools are
5. ‫غ‬
causing a rift in religious harmony in Afghanistan.
Religious scholars believe that these attacks are an internal issue, without
6. ‫غ‬
any foreign influence.
The scholars called for more joint meetings between Shia and Sunni
7. ‫ص‬
scholars to quash foreign conspiracies.
In the meeting, no call was made for increased efforts towards national
8. ‫غ‬
unity.
9. The recent attacks in the country were applauded during this meeting. ‫غ‬
The Taliban were urged to act against the culprits behind the recent
10. ‫ص‬
attacks.
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Learning Activity 14. Work with a partner or alone. Read the article “Religious Differences”
Singular Verb Pre/

Work with a partner or alone and write in Dari a few essential pieces of information related to
“Religious Differences” using your own words.
______________________________________________________________________________
nouns, etc.).
‫اﺧﺘﻼﻓﺎت ﻣﺬھﺒﯽ‬ ‫ﻣﺤﮑﻮم‬ ‫ﻋﻠﻤﺎی‬ ‫ﻣﺘﺤﺪ‬ ‫ﺧﺎرﺟﯽ ھﺎ‬
.‫ ﺑﻌﻀﯽ ﮔﺮوپ ھﺎ ﮐﻮﺷﺶ ﻣﯿﮑﻨﻨﺪ ﮐﮫ ___________ را در اﻓﻐﺎﻧﺴﺘﺎن اﯾﺠﺎد ﮐﻨﻨﺪ‬۱
.‫ در ﻧﺸﺘﯽ در ﮐﻨﺪھﺎر ________ ﺷﯿﻌﮫ و ﺳﻨﯽ ﻣﺮدم را ﺑﮫ اﺗﺤﺎد و ھﻤﺒﺴﺘﮕﯽ دﻋﻮت ﮐﺮدﻧﺪ‬۲
.‫ ﻋﻠﻤﺎی دﯾﻨﯽ ﻓﮑﺮ ﻣﯿﮑﻨﻨﺪ ﮐﮫ __________ در ﺧﺸﻮﻧﺖ ھﺎی اﻓﻐﺎﻧﺴﺘﺎن ﻧﻘﺶ دارﻧﺪ‬۳
.‫ ﻋﻠﻤﺎی دﯾﻦ در ﮐﻨﺪھﺎر ﺧﻮاھﺎن ﺑﺮﮔﺰاری ﺟﻠﺴﺎت ﺑﯿﺸﺮی ﺷﺪﻧﺪ ﮐﮫ ﻣﺮدم را ________ ﺑﺴﺎزد‬۴
.‫ ﻋﻠﻤﺎی دﯾﻦ ﺣﻤﻠﮫ ﺑﺮ اﻣﺎﮐﻦ دﯾﻨﯽ را ________ ﮐﺮدﻧﺪ‬۵
Key:
۵ ۴ ۳ ۲ ۱
‫ﻣﺤﮑﻮم‬ ‫ﻣﺘﺤﺪ‬ ‫ﺧﺎرﺟﯽ ھﺎ‬ ‫ﻋﻠﻤﺎی‬ ‫اﺧﺘﻼﻓﺎت ﻣﺬھﺒﯽ‬
Learning Activity 17. Refer to both “Islam as the Dominant Religion of Afghanistan” and
“Religious Differences” passages. Work with a partner or alone. Write an email in Dari to a
friend and tell them key information about the topic. Also, mention if anything in the passage has
surprised you. Use an online Dari/Persian dictionary to look up some words.
______________________________________________________________________________
Learning Activity 18. Compare religious differences in Afghan culture with those of your
community. What similarities and differences do you notice? Write your findings in Dari.
Learning Activity 19. Research on the internet or brainstorm with your partner. Discuss the
practice of Islam in Afghanistan and how it is similar to other predominantly Muslim countries
you are aware of. Write your findings in the following space:
______________________________________________________________________________
Learning Activity 20. Work with a partner or alone. Describe how Islam has shaped the culture
and society of Afghanistan. Look up some information online to enhance your knowledge.
The Key Differences Between Sunni and Shia Islam in Afghanistan
Sunni and Shia Islam are the two major branches of Islam, and their differences ‫ ﺗﻔﺎوت‬/‫اﺧﺘﻼﻓﺎت‬
‫ ھﺎ‬have been a major source of religious conflict in Afghanistan. Here are some of the key
differences between Sunni and Shia Islam in Afghanistan and how they have influenced
religious conflict in the country:
• Succession of Prophet Muhammad: The most significant difference between Sunni and Shia
Islam is the issue of succession ‫ ﺗﺴﻠﺴﻞ‬after the death of Prophet Muhammad. Sunnis believe
that the first four caliphs, including Abu Bakr, Umar, Uthman, and Ali, were the rightful
leaders of the Muslim community, while Shia Muslims believe that Ali, the cousin and son-
in-law of Prophet ‫ ﭘﯿﻐﻤﺒﺮ ص‬Muhammad, should have been the first caliph.
• Leadership: Shia Muslims believe in the concept

‫ ﻣﻔﮭﻮم‬of Imamat, which holds that the Prophet's
family members, specifically Ali and his
descendants, are the rightful leaders of the Muslim
community ‫ ﺟﺎﻣﻌﮫ ﻣﺴﻠﻤﺎن‬. Sunnis do not recognize
this concept and believe that any pious and
knowledgeable Muslim can be a leader.
• Religious Practices: There are some differences in religious practices between Sunni and
Shia Muslims, including the way they perform prayers, the importance of certain religious
figures, and the way they celebrate religious events .‫ﺑﮫ روﺷﯽ ﮐﮫ آﻧﮭﺎ ﻣﺮاﺳﻢ ﻣﺬھﺒﯽ را ﺗﺠﻠﯿﻞ ﻣﯿﮑﻨﻨﺪ‬
______________________________________________________________________________
Learning Activity 21. Drawing upon your current knowledge and experiences, compose a blog
post in Dari. Explain the principal distinctions between Sunni and Shia Islam in Afghanistan and
examine how these differences have contributed to religious conflicts within the nation. To
enrich your post, incorporate additional information gathered from online research.
DARI PROVERB
‫ ﻣﻮﺳﯽ ﺑﮫ دﯾﻦ ﺧﻮد‬،‫ﻋﯿﺴﯽ ﺑﮫ دﯾﻦ ﺧﻮد‬
Transliteration: 'isā ba din xad musā ba din xad.
Literal: Jesus to his religion, and Moses to his religion.
Meaning: This proverb is often used to emphasize the idea of tolerance, individuality, or
difference in beliefs and preferences. It suggests that we should respect and accept that
everyone has their own perspectives and beliefs.
The context in which it is used can vary but typically, it might be invoked during a discussion
or argument where there is a disagreement or when people's habits, practices, or preferences
differ significantly. The proverb is a call for tolerance and acceptance of diversity and
difference.
______________________________________________________________________________

I can understand and summarize the main idea of a text or listening passage
1.
about how Islam guides the culture and society of Afghanistan.
I can share my thoughts about the key differences between Sunni and Shia
2.
Islam in Afghanistan.
3. I can present on the role religion plays in everyday life for Afghans.
I can compare and contrast the religious practices of Afghanistan to those in
4.
my own community.
5. I can read a text and retell its meaning.
______________________________________________________________________________
LESSON 2
‫درس دوم‬
THE ROLE OF RELIGION IN POLITICS
‫دﯾﻦ و ﺳﯿﺎﺳﺖ‬
• How has the role of religion influenced the political landscape of Afghanistan over
time?
• What role have religious leaders played in shaping political discourse and policy in
Afghanistan?
• How does religion influence political beliefs and behavior?

• Can religion and politics coexist peacefully, or will there always be tensions between the
two?
______________________________________________________________________________
In this lesson, you will learn about and discuss the role of religion in politics. The grammatical
aspect of the lesson will focus on the perfect subjective. The first part of the lesson focuses on
colloquial Dari, while the second part covers standard Dari.
______________________________________________________________________________
‫‪THE ROLE OF RELIGION IN POLITICS‬‬
‫‪Learning Activity 1. As you listen to the passage, think about the role religion plays in Afghan‬‬
‫‪politics. Write down key points, main ideas, or keywords to help you stay focused and remember‬‬
‫‪what you have heard. For scaffolding, synonyms of some words are provided inside the brackets.‬‬
‫‪The Role of Religion in Politics‬‬
‫دﯾﻦ و ﺳﯿﺎﺳﺖ در اﻓﻐﺎﻧﺴﺘﺎن ﻋﻤﯿﻘﺎ ً در ھﻢ ﺗﻨﯿﺪه )ﯾﮑﺠﺎ‪/‬ﻣﺨﻠﻮط( ﺷﺪه اﻧﺪ‪ .‬در طﻮل )ﺟﺮﯾﺎن( ﺗﺎرﯾﺦ ﮐﺸﻮر‪ ،‬رھﺒﺮان دﯾﻨﯽ ﻧﻘﺶ‬
‫)رول( ﻣﮭﻤﯽ در اﺗﺨﺎذ ﺗﺼﻤﯿﻤﺎت )ﺗﺼﻤﯿﻢ ﮔﺮﻓﺘﻦ( و ﺳﯿﺎﺳﺖ ھﺎی ﺳﯿﺎﺳﯽ داﺷﺘﮫ اﻧﺪ‪ .‬در ﺑﺴﯿﺎری از ﻣﻮارد )ﺑﺨﺶ ھﺎ(‪،‬‬
‫ﻧﻈﺮﯾﺎت اﯾﻦ رھﺒﺮان ﻣﮭﻢ ﺑﻮده و ﺣﻤﺎﯾﺖ )ھﻤﮑﺎری( آﻧﮭﺎ اﻏﻠﺐ )ﻣﻌﻤﻮﻵ( ﺑﺮای ﮐﺴﺐ )ﮔﺮﻓﺘﻦ( ﻣﺸﺮوﻋﯿﺖ و اﻋﺘﺒﺎر ﻧﺰد اﻓﻐﺎن‬
‫ھﺎ ﺑﺮای ﺳﯿﺎﺳﺘﻤﺪاران ﺿﺮوری ﻣﯽ ﺑﺎﺷﺪ‪.‬‬
‫در آﻏﺎز )ﺷﺮوع( ﻗﺮن ﺑﯿﺴﺘﻢ‪ ،‬ﺷﺎه اﻣﺎن ﷲ ﺧﺎن اﺻﻼﺣﺎﺗﯽ )ﺗﻐﯿﯿﺮات ﻣﺜﺒﺖ( را ﺑﺎ ھﺪف ﻣﺪرن ﮐﺮدن ﮐﺸﻮر و ﮐﺎھﺶ ﻧﻔﻮذ‬
‫)ﻗﺪرت( رھﺒﺮان ﻣﺬھﺒﯽ اﻧﺠﺎم داد‪ .‬اﻣﺎ اﯾﻦ اﺻﻼﺣﺎت ﺑﺎ ﻣﻘﺎوﻣﺖ رھﺒﺮان ﻣﺬھﺒﯽ ﻣﺤﺎﻓﻈﮫ ﮐﺎر )اﻓﺮاطﯽ( ﻣﻮاﺟﮫ )روﺑﺮو( ﺷﺪ و‬
‫در ﻧﮭﺎﯾﺖ )آﺧﺮ( ﻣﻨﺠﺮ )ﺑﺎﻋﺚ( ﺑﮫ ﺳﻘﻮط دوﻟﺖ اﻣﺎﻧﯽ )دوﻟﺖ اﻣﺎن ﷲ ﺧﺎن( در ﺳﺎل ‪۱۹۲۹‬ﻋﯿﺴﻮی ﮔﺮدﯾﺪ‪.‬‬
‫در دھﮫ ‪ ۱۹۸۰‬ﻋﯿﺴﻮی‪ ،‬در زﻣﺎن اﺷﻐﺎل اﻓﻐﺎﻧﺴﺘﺎن ﺗﻮﺳﻂ اﺗﺤﺎد ﺟﻤﺎھﯿﺮ ﺷﻮروی‪ ،‬اﺳﻼم ﺑﮫ ھﺪف اﺻﻠﯽ ﻣﻘﺎوﻣﺖ در ﺑﺮاﺑﺮ‬
‫ﺗﮭﺎﺟﻢ )ﺣﻤﻠﮫ( ﺧﺎرﺟﯽ ﺗﺒﺪﯾﻞ ﺷﺪ‪ .‬ﻣﺠﺎھﺪﯾﻦ ﯾﺎ ﻣﻘﺎوﻣﺘﮕﺮان ﺗﻮﺳﻂ ﺳﺎزﻣﺎن ھﺎی اﺳﻼﻣﯽ و ﮐﺸﻮرھﺎﯾﯽ ﻣﺎﻧﻨﺪ ﻋﺮﺑﺴﺘﺎن ﺳﻌﻮدی‪،‬‬
‫ﭘﺎﮐﺴﺘﺎن و اﯾﺎﻻت ﻣﺘﺤﺪه اﻣﺮﯾﮑﺎ ﺣﻤﺎﯾﺖ )ھﻤﮑﺎری‪ ،‬ﮐﻤﮏ( ﻣﯽ ﺷﺪﻧﺪ‪.‬‬
‫در دھﮫ ‪۱۹۹۰‬ﻋﯿﺴﻮی‪ ،‬طﺎﻟﺒﺎن ﺑﮫ ﻗﺪرت رﺳﯿﺪﻧﺪ و ﺗﻔﺴﯿﺮ ﺳﺨﺘﮕﯿﺮاﻧﮫ ای را از ﺷﺮﯾﻌﺖ اﺳﻼﻣﯽ ﯾﺎ ﻗﻮاﻧﯿﻦ اﺳﻼﻣﯽ در‬
‫اﻓﻐﺎﻧﺴﺘﺎن ﻧﺎﻓﺬ )ﺗﻄﺒﯿﻖ( ﮐﺮدﻧﺪ‪ .‬آﻧﮭﺎ ﻣﻮﺳﯿﻘﯽ‪ ،‬ﺗﻠﻮﯾﺰﯾﻮن و دﯾﮕﺮ اﺷﮑﺎل )اﻧﻮاع( ﺳﺮﮔﺮﻣﯽ را ﻣﻤﻨﻮع )ﻣﻨﻊ( ﮐﺮدﻧﺪ و زﻧﺎن‬
‫ﻣﺠﺒﻮر ﺑﮫ ﭘﻮﺷﯿﺪن ﺑﺮﻗﻊ ﯾﺎ ﭼﺎدری ﺷﺪﻧﺪ‪ .‬آﻧﮭﺎ ھﻤﭽﻨﺎن از ﮐﺎر ﮐﺮدن در ﺧﺎرج از ﺧﺎﻧﮫ ﻣﻨﻊ ﺷﺪﻧﺪ‪ .‬ﺗﻔﺴﯿﺮ طﺎﻟﺒﺎن از اﺳﻼم ﻋﺎﻣﻞ‬
‫ﻣﮭﻤﯽ در ﻣﺸﺮوﻋﯿﺖ و ﺗﻮاﻧﺎﯾﯽ آﻧﮭﺎ ﺑﺮای ﮐﻨﺘﺮول اﻓﻐﺎﻧﺴﺘﺎن ﺑﻮد‪.‬‬
‫______________________________________________________________________________‬
‫ ﻗﺎﻧﻮن‬.‫ ﻣﺬھﺐ ﻧﻘﺶ ﻣﮭﻢ ﺧﻮد را در ﺳﯿﺎﺳﺖ اﻓﻐﺎﻧﺴﺘﺎن ﻧﮕﮭﺪاﺷﺖ‬،‫ ﻋﯿﺴﻮی‬۲۰۰۱ ‫ﭘﺲ از ﺳﻘﻮط )از ﺑﯿﻦ رﻓﺘﻦ( طﺎﻟﺒﺎن در ﺳﺎل‬
‫ اﺳﻼم را ﺑﮫ ﻋﻨﻮان )ﺑﻨﺎم( دﯾﻦ رﺳﻤﯽ دوﻟﺖ ﻣﻌﺮﻓﯽ ﮐﺮد و ﺷﺮﯾﻌﺖ‬،‫ ﻋﯿﺴﻮی ﺗﺼﻮﯾﺐ ﺷﺪ‬۲۰۰۴ ‫اﺳﺎﺳﯽ ﺟﺪﯾﺪ )ﻧﻮ( ﮐﮫ در ﺳﺎل‬
.‫ ﺣﻘﻮق زﻧﺎن و اﻗﻠﯿﺖ ھﺎ ﻧﯿﺰ در ﻗﺎﻧﻮن اﺳﺎﺳﯽ ﺗﻀﻤﯿﻦ ﺷﺪه اﺳﺖ‬.‫را ﺑﮫ ﻋﻨﻮان ﻣﻨﺒﻊ ﻗﺎﻧﻮن ﺑﮫ رﺳﻤﯿﺖ ﺷﻨﺎﺧﺖ‬
‫ دﯾﻦ ﺑﯿﺸﺘﺮ در ﺳﯿﺎﺳﺖ اﻓﻐﺎﻧﺴﺘﺎن دﺧﯿﻞ ﺷﺪ ﭼﻮن ﻣﺤﻮر‬،‫ ﻋﯿﺴﻮی ﮐﮫ طﺎﻟﺒﺎن ﺑﮫ ﻗﺪرت ﺑﺎزﮔﺸﺘﻨﺪ‬۲۰۲۱ ‫در ﻣﺎه اﮔﺴﺖ ﺳﺎل‬
.(‫)ﻣﺮﮐﺰ( اﯾﺪﺋﻮﻟﻮژی )ﻓﮑﺮ( طﺎﻟﺒﺎن را ﺗﺸﮑﯿﻞ ﻣﯿﺪھﺪ )ﻣﯽ ﺳﺎزد‬
Religious Establishments
Religious establishments ‫ ﺗﺎﺳﯿﺴﺎت‬in Afghanistan typically refer to institutions and organizations

associated with Islamic practice and propagation.
The most significant religious establishment in Afghanistan is the Ministry of Hajj and Religious
Affairs, which oversees ‫ ﻧﻈﺎرت ﮐﺮدن‬religious affairs and promotes Islamic values in the country.
It oversees Islamic institutions such as
madrasas, mosques, and Islamic centers.
Mosques are also an essential ‫ﺿﺮوری‬

religious establishment in Afghanistan,
serving as places of worship and gathering
for Muslims. There are many mosques
throughout ‫ در ﺟﺮﯾﺎن‬the country, some of
which are historical and significant cultural
and religious landmarks.
______________________________________________________________________________
religion din ‫دﯾﻦ‬ ۱
politics syāsat ‫ﺳﯿﺎﺳﺖ‬ ۲
deep 'amiq ‫ﻋﻤﯿﻖ‬ ۳
cases mawārad ‫ﻣﻮارد‬ ۴
support hamkāri/hamāyat ‫ ﺣﻤﺎﯾﺖ‬/ ‫ھﻤﮑﺎری‬ ۵
legitimacy mašro'yat ‫ﻣﺸﺮوﻋﯿﺖ‬ ۶
conservative mahāfaza kār ‫ اﻓﺮاطﯽ‬/ ‫ﻣﺤﺎﻓﻈﮫ ﮐﺎر‬ ۷
resistance maqāwmat ‫ﻣﻘﺎوﻣﺖ‬ ۸
the fall saqut ‫ﺳﻘﻮط‬ ۹
Islamic law aslāmi šari't ‫ﺷﺮﯾﻌﺖ اﺳﻼﻣﯽ‬ ۱۰
enforce nāfaz kardan (‫ﻧﺎﻓﺬ )ﮐﺮدن‬ ۱۱
burqa barqa ‫ﺑﺮﻗﮫ‬ ۱۲
interpretation tafsir ‫ﺗﻔﺴﯿﺮ‬ ۱۳
collapse saqut ‫ﺳﻘﻮط‬ ۱۴
constitution qānun asāsi ‫ﻗﺎﻧﻮن اﺳﺎﺳﯽ‬ ۱۵
______________________________________________________________________________
Brainstorming
Start by brainstorming ideas related to the topic of the listening material. Write down as many
words and phrases as they can think of that are related to the topic.
support ‫ﺣﻤﺎﯾﺖ ﮐﺮدن‬
Islamic law ‫ﺷﺮﯾﻌﺖ‬
interpretation ‫ﺗﻔﺴﯿﺮ‬
to collapse ‫ﺳﻘﻮط ﮐﺮدن‬
religion ‫دﯾﻦ‬
politics ‫ﺳﯿﺎﺳﺖ‬
collapse ‫ﺳﻘﻮط‬
deep ‫ﻋﻤﯿﻖ‬
resistance ‫ﻣﻘﺎوﻣﺖ‬
conservative ‫ﻣﺤﺎﻓﻈﮫ ﮐﺎر‬
______________________________________________________________________________
(Islamic) student ‫طﺎﻟﺐ‬
religion and politics ‫دﯾﻦ و ﺳﯿﺎﺳﺖ‬
interpretation ‫ﺗﻔﺴﯿﺮ‬
to secure ‫ﺗﺄﻣﯿﻦ ﮐﺮدن‬
Sharia (Islamic law) ‫ﺷﺮﯾﻌﺖ‬
Learning Activity 5. Listen to the passage at the beginning of the lesson (CHP 4. L 2.
statements.

Religion and politics are deeply interwinds in Afghanistan. ‫ص‬
Religious leaders play a critical role in shaping political decisions and
‫ص‬
policies.
Politicians must have the support of religious leaders in order to gain
‫ص‬
credibility.
Religion is often used to legitimize political authority. ‫ص‬
The Afghan government tries to keep religion and politics separate. ‫غ‬
King Amanullah Khan's government collapsed because he did not have the
‫ص‬
support of the Mullahs.
Religion was the driving force in mobilizing Afghans to resist Soviet
‫ص‬
occupation.
Currently (2023), Sharia law is enforced in Afghanistan. ‫ص‬
Currently (2023), the Afghan constitution adapted in 2004 is enforced. ‫غ‬
The Taliban's interpretation of Islam remains central to their ideology. ‫ص‬
______________________________________________________________________________
Mullahs
Mullahs who officiate at mosques are normally appointed ‫ﻣﻘﺮر ﺷﺪن‬/‫ ﺗﻌﯿﻦ‬by the government after
consultation ‫ ﻣﺸﻮره‬with their communities and, although partially financed by the government,
mullahs are largely dependent for their livelihood on community contributions including shelter
and a portion of the harvest.
Mullahs are not priests ‫ ﮐﯿﺸﺶ ھﺎ‬and there is no priest-figure in Islam. However, Mullahs are
responsible for ensuring that their communities are knowledgeable in the fundamentals of
Islamic ritual and behavior.
This responsibility qualifies them to arbitrate ‫ ﻣﯿﺎﻧﺠﮕﺮی‬disputes over religious interpretation.

Often, they function as paid teachers responsible for religious education classes held in mosques.
Their role has additional social aspects for they officiate at important life milestones such as
births, marriages, and deaths.
Traditionally, Mullahs also serve as

impartial mediators ‫ ﻣﯿﺎﻧﺠﮕﺮی ﺑﯿﻄﺮﻓﺎﻧﮫ‬in
tribal disputes. A Mullah also
sometimes has a role as a healer, if he
has received the proper instruction for
making amulets for the relief of aches
and pains. However, Mullahs also form
a hidden leadership network,
reinforcing ‫ ﺗﻘﻮﯾﺖ ﮐﺮدن‬one another, and
wielding extensive power to shape
tribal behavior, foment jihad, and
ensure conformity.
______________________________________________________________________________
Listen to the passage “The Role of Religion in Politics.” Then choose two supporting ideas from
the passage and complete the following organizational chart for each idea. Provide supporting
details and offer examples.
Main Idea: The Role of Religion in Politics
Example: Example:
______________________________________________________________________________
Learning Activity 7. Work with a partner or alone. Read the passage “The Role of Religion in
Politics” and complete the following table by writing the part of speech.
Singular Verb Pre/

Sufism
Sufism is the mystical ‫ ﺻﻮﻓﯽ‬side of Islam. It is powerful in rural

Afghanistan, especially in Kandahar and Ghazni. A belief in the
oneness of man with God is central to Sufism. Sufis seek to achieve
a personal communion ‫ ارﺗﺒﺎط ﺷﺨﺼﯽ ﯾﺎ ﻣﺴﺘﻘﯿﻢ‬with God during mystic
moments through various methods, including meditation,
recitation ‫ ﺗﻼوت ﮐﺮدن‬of sacred phrases, breathing exercises, dancing,
hymn singing, music, and physical gyrations ‫ ﺣﺮﮐﺎت ﻓﺰﯾﮑﯽ‬.
Sufism encompasses a wide range of paths known as “tariqas”

(‫)طﺮﯾﻘہ‬. Among the most practiced are the Naqshbandiyya,
Mujaddidiyya, and Qadiriyya. Each employs a distinct tariqa, or
method, to draw closer to God. Sufi Pirs, or spiritual teachers, have
often led resistance movements in Afghanistan.
______________________________________________________________________________
Perfect Subjective
The discussion on the Present Subjunctive indicated that the subjunctive typically deals with
elements of doubt, tentativeness, ambiguity, and uncertainty, a concept further elaborated in the
section on the Past Subjunctive.
The perfect subjunctive is formed by appending the present subjunctive of the verb "to be," i.e.,
‫ﺑﺎﺷـ‬, to the past participle. Like the past participle, the emphasis invariably remains on the final
syllable of the participle of simple, complex, or compound verbs. The negative form is
developed by adding the prefix [na-] to the participle. This specific subjunctive construction
aligns with the English phrases such as "must have …, should have…, could have…, etc.",
signifying aspects like necessity, possibility, desire, or wish. The following Dari words are often
used in perfect subjective: ‫ وﻏﯿﺮه‬،‫ ﻣﯽ ﺗﻮاﻧﺴﺘﯽ‬،‫ ﻣﻤﮑﻦ اﺳﺖ‬،‫ﺑﮭﺘﺮ اﺳﺖ‬/‫ ﺧﻮب‬،‫ﺑﺎﯾﺪ‬
See below:
English Dari
Standard Colloquial
I must have given him money. .‫ﺑﺎﯾﺪ ﺑﺮاﯾﺶ ﭘﻮل داده ﺑﺎﺷﻢ‬ .‫ﺑﺎﯾﺪ ﺑﺮش ﭘﯿﺴﮫ داده ﺑﺎﺷﻢ‬
It is not possible for you to have .‫ﻣﻤﮑﻦ ﻧﯿﺴﺖ ﮐﮫ ﭘﺎرﯾﺲ را دﯾﺪه ﺑﺎﺷﯿﺪ‬ .‫ﻣﻤﮑﻦ ﻧﯿﺲ ﮐﮫ ﭘﺎرﯾﺲ اه دﯾﺪه ﺑﺎﺷﯽ‬
seen Paris.
He could have seen her yesterday. .‫ﻣﯿﺘﻮاﻧﺴﺖ دﯾﺮوز او را دﯾﺪه ﺑﺎﺷﺪ‬ .‫ﻣﯿﺘﺎﻧﺴﺖ دﯾﺮوز او ره دﯾﺪه ﺑﺎﺷﮫ‬
They might have come. .‫آﻧﮭﺎ ﺷﺎﯾﺪ آﻣﺪه ﺑﺎﺷﻨﺪ‬ .‫واه ﺷﺎﯾﺪ آﻣﺪه ﺑﺎﺷﻦ‬
Let us compare the subjective in different tenses:
Tense English ‫دری‬

Present I can see her today. .‫ﻣﯿﺘﻮاﻧﻢ اﻣﺮوز او را ﺑﺒﯿﻨﻢ‬
Past I could see her yesterday. .‫ﻣﯿﺘﻮاﻧﺴﺘﻢ دﯾﺮوز او را ﺑﺒﯿﻨﻢ‬
Future I can see her tomorrow. .‫ﻣﯿﺘﻮاﻧﻢ ﻓﺮدا او را ﺑﺒﯿﻨﻢ‬
Perfect I could have seen her yesterday. ‫ﻣﯿﺘﻮاﻧﺴﺘﻢ دﯾﺮوز او را دﯾﺪه ﺑﺎﺷﻢ‬
______________________________________________________________________________
I must not have gone.
You may have gone.
We would better not have done that.
It is not possible for her to have seen that place.
They could have seen them yesterday.
Learning Activity 9. Create 4-5 sentences using the perfect subjunctive covered in this lesson.
______________________________________________________________________________
THE ROLE OF RELIGION IN POLITICS
● What is the role and influence of Mullahs in Afghan society, and how does their position
shape the socio-political dynamics of the country?
with a partner.
● How have the roles and responsibilities of Mullahs changed over time, and what factors
have contributed to these changes?
______________________________________________________________________________
‫‪Before reading, brainstorm what you already know about the topic or draw on your personal‬‬
‫‪experiences related to the topic. This can help you to connect to the text and make it more‬‬
‫‪meaningful.‬‬
‫‪Mullahs Position in the Afghan Society‬‬
‫ﺟﺎﯾﮕﺎه ﻣﻼ ھﺎ در ﺟﺎﻣﻌﮫ اﻓﻐﺎﻧﺴﺘﺎن‬
‫در ﺟﺎﻣﻌﮫ اﻓﻐﺎﻧﺴﺘﺎن‪ ،‬ﻣﻼھﺎ ﻧﻔﻮذ )ﻗﺪرت( و ﻗﺪرت ﻗﺎﺑﻞ ﺗﻮﺟﮭﯽ )زﯾﺎد( دارﻧﺪ‪ ،‬ﺑﮫ وﯾﮋه )ﺑﺨﺼﻮص( در ﺳﯿﺎﺳﺖ‪ .‬آﻧﮭﺎ ﻣﻌﻤﻮﻵ از‬
‫ﺟﻮاﻣﻊ )اﺟﺘﻤﺎع( ﺧﻮد ﻧﻤﺎﯾﻨﺪه ﮔﯽ ﻣﯿﮑﻨﻨﺪ‪.‬‬
‫ﻣﻼ ھﺎ اﻏﻠﺐ ﻧﻘﺶ ﻣﯿﺎﻧﺠﯽ را در ﺣﻞ ﻣﻨﺎﻗﺸﺎت و اﺧﺘﻼﻓﺎت ﺑﯿﻦ اﻓﺮاد )اﺷﺨﺎص(‪ ،‬ﺧﺎﻧﻮاده ھﺎو و ﻗﺒﺎﯾﻞ اﯾﻔﺂ )اﺟﺮا( ﻣﯽﮐﻨﻨﺪ‪.‬‬
‫ﺑﺮﻋﻼوه دﯾﺪﮔﺎه و ﻧﻈﺮات ﺷﺎن در ﻣﻮرد ﻣﺴﺎﺋﻞ ﻣﮭﻢ ﻣﻠﯽ ﻣﻮرد اﺣﺘﺮام اﺳﺖ‪.‬‬
‫ﻣﻼ ھﺎ ﮐﺸﯿﺶ ﻧﯿﺴﺘﻨﺪ )رھﺒﺮان ﻣﺬھﺒﯽ ﻣﺴﯿﺤﯿﺎن( و در اﺳﻼم ﮐﺸﯿﺸﯽ وﺟﻮد ﻧﺪارد‪ .‬اﻣﺎ آﻧﮭﺎ آداب و رﺳﻮم )رﻓﺘﺎر( و اﺻﻮل‬
‫اﺳﻼﻣﯽ ﺟﺎﻣﻌﮫ را ﻣﯽ ﻓﮭﻤﻨﺪ و درک ﻣﯽ ﮐﻨﻨﺪ‪ .‬اﯾﻦ داﻧﺶ و ﻓﮭﻢ ﺑﮫ آﻧﮭﺎ ﺗﻮاﻧﺎﯾﯽ ﺣﻞ اﺧﺘﻼﻓﺎت ﺑﺸﻤﻮل اﺧﺘﻼﻓﺎت ﻣﺬھﺒﯽ را ﻣﯽ‬
‫دھﺪ‪ .‬ﺑﻌﻀﺂ آﻧﮭﺎ ﺑﮫ ﻋﻨﻮان ﻣﻌﻠﻢ ﻣﻌﺎش دار ﺑﺮای ﺻﻨﻒ ھﺎی ﺗﻌﻠﯿﻤﺎت دﯾﻨﯽ در ﻣﺴﺎﺟﺪ اﺳﺘﺨﺪام )ﻣﻘﺮر( ﻣﯿﺸﻮﻧﺪ و ﮐﺎر ﻣﯽ ﮐﻨﻨﺪ‪.‬‬
‫ﻣﻼ ھﺎ در زﻧﺪه ﮔﯽ اﺟﺘﻤﺎﻋﯽ ﻣﺮدم ﻣﺎﻧﻨﺪ ﺗﻮﻟﺪ‪ ،‬ﻋﺮوﺳﯽ‪ ،‬ﻣﺮگ وﻏﯿﺮه دﺧﯿﻞ اﺳﺘﻨﺪ و ﺑﺎ ھﺪاﯾﺎت )ﻣﺸﻮره ھﺎ( ﻻزم ﻣﺮدم را‬
‫رھﻨﻤﺎﯾﯽ ﻣﯽ ﮐﻨﻨﺪ ﮐﮫ ﭼﮕﻮﻧﮫ روش و طﺮز زﻧﺪه ﮔﯽ ﺧﻮد را ﻣﻄﺎﺑﻖ ﺑﮫ )ﺑﮫ اﺳﺎس( اﺻﻮل اﺳﻼﻣﯽ ﭘﯿﺶ ﺑﺒﺮﻧﺪ‪.‬‬
‫ﻧﻘﺶ ﺳﯿﺎﺳﯽ ﻣﻼ ھﺎ ﺑﮫ وﯾﮋه ﭘﺲ از ﺗﺴﻠﻂ )ﺣﮑﻤﻔﺮا ﺷﺪن( طﺎﻟﺒﺎن ﺑﺮ اﻓﻐﺎﻧﺴﺘﺎن ﺗﺎ ﺣﺪودی ﺑﺤﺚ ﺑﺮاﻧﮕﯿﺰ اﺳﺖ‪ .‬در ﺣﺎﻟﯽ ﮐﮫ‬
‫ﺑﺮﺧﯽ از ﻣﻼ ھﺎ ﻓﻌﺎﻻﻧﮫ در ﺟﻨﺒﺶ )ﺗﺤﺮﯾﮏ( ھﺎی ﺳﯿﺎﺳﯽ ﺷﺮﮐﺖ ﻣﯽﮐﻨﻨﺪ‪ ،‬ﺑﺮﺧﯽ دﯾﮕﺮ ﺑﮫ دﻟﯿﻞ رواﺑﻂ ﻧﺰدﯾﮏ ﺑﺎ‬
‫ﺷﺨﺼﯿﺖھﺎی ﺳﯿﺎﺳﯽ و ﺗﺮوﯾﺞ )رواج دادن( اﯾﺪﺋﻮﻟﻮژیھﺎی رادﯾﮑﺎل )اﻓﺮاطﯽ( ﻣﻮرد اﻧﺘﻘﺎد ﻗﺮار ﮔﺮﻓﺘﮫ اﻧﺪ‪ .‬در ﻣﺠﻤﻮع‪ ،‬ﻧﻘﺶ‬
‫ﻣﻼ ھﺎ در ﺳﯿﺎﺳﺖ اﻓﻐﺎﻧﺴﺘﺎن ﭘﯿﭽﯿﺪه )ﻣﻐﻠﻖ( و ﭼﻨﺪ ﺑﻌﺪی اﺳﺖ و ﻧﻔﻮذ و ﺟﺎﯾﮕﺎه آﻧﮭﺎ ﺑﮫ ﺷﺮاﯾﻂ و ﺣﺎﻻت ﺑﺴﺘﮕﯽ دارد‪.‬‬
‫______________________________________________________________________________‬
Reading Strategies
Active Reading
reading.

Mullahs hold a significant amount of influence and power in Afghan
1. ‫ص‬
society.
2. Mullahs usually represent their communities. ‫ص‬
Politicians usually try to have the support and endorsement of Mullahs
3. ‫ص‬
to remain in power.
Mullahs usually function as mediators to solve disputes between people
4. ‫ص‬
or tribes.
5. Mullahs play the role of teachers to teach religious education. ‫ص‬
A Mullah’s job is limited to leading prayers and teaching religious
6. ‫غ‬
subjects.
7. Mullahs conduct religious ceremonies such as weddings and funerals. ‫ص‬
Mullahs often serve as counselors and advisors to people seeking
8. ‫ص‬
spiritual guidance and support.
9. Mullahs do not serve as counselors to solve people’s personal crises. ‫غ‬
10. Some Mullahs are actively involved in political movements. ‫ص‬
______________________________________________________________________________
Learning Activity 13. Work with a partner or alone. Read the article “Mullahs Position in the
Afghan Society” and complete the following table by writing the part of speech.
Singular Verb Pre/

Work with a partner or alone and write in Dari a few essential facts related to “Mullahs Position
in the Afghan Society” using your own words.
______________________________________________________________________________
nouns, etc.).
‫ﺣﻤﺎﯾﺖ‬ ‫ﻣﻌﻠﻤﺎن‬ ‫ﻧﻔﻮذ وﻗﺪرت‬ ‫ﮐﺸﯿﺶ‬ ‫اﺧﺘﻼﻓﺎت‬
.‫ در اﻓﻐﺎﻧﺴﺘﺎن ﻣﻼ ھﺎ اﺷﺨﺎص ﺑﺎ ــــــــــــــــــــــــــ ھﺴﺘﻨﺪ‬۱
.‫ ﻣﻼ ــــــــــــــــــــــــ ﻧﯿﺴﺖ‬۲
.‫ ﻣﻼ ھﺎ ﻣﺸﮑﻼت و __________ ﻣﺬھﺒﯽ را ﺣﻞ ﻣﯿﮑﻨﻨﺪ‬۳
.‫ ﺳﯿﺎﺳﺘﻤﺪارن ﺑﮫ _________ ﻣﻼ ھﺎ ﺿﺮورت دارﻧﺪ‬۴
.‫ ﻣﻼ ھﺎ ____________ دﯾﻨﯽ ھﻢ ھﺴﺘﻨﺪ‬۵

Key:
۵ ۴ ۳ ۲ ۱
‫ﻣﻌﻠﻤﺎن‬ ‫ﺣﻤﺎﯾﺖ‬ ‫اﺧﺘﻼﻓﺎت‬ ‫ﮐﺸﯿﺶ‬ ‫ﻧﻔﻮذ وﻗﺪرت‬
Learning Activity 16. Refer to both “The Role of Religion in Politics” and “Mullahs Position in
the Afghan Society” passages. Work with a partner or alone. Write an email in Dari to a friend
and tell them 2-3 key facts about the topic. Also, mention if anything in the passage has surprised
you. Use an online Dari/Persian dictionary to look up some words.
______________________________________________________________________________
Learning Activity 17. Compare the role of religion in politics in Afghan society with that of
your community. What similarities and differences do you notice? Write your findings in Dari.
Learning Activity 18. Work with a partner or alone. Describe the role religious leaders have
played in shaping political discourse and policy in Afghanistan. Look up some information
______________________________________________________________________________
Important Guidelines to Follow
• Never interrupt prayers/ ‫ھﺮﮔﺰ ﻧﻤﺎز را ﻗﻄﻊ ﻧﮑﻨﯿﺪ‬, except for removing someone from a serious
threat, it will always cause great offense.
• Never pass in front of a praying person as it is a disrespectful act unless it is done at a

respectful distance, such as 3-5 meters.
• Never spit or urinate/‫ ادرار ﮐﺮدن‬toward

the Qibla as it is seen as immensely
disrespectful.
• Never spread your legs pointed towards

others in a meeting or Jirga or sit one
leg over the other pointed toward
someone.
• Never extend your legs/ ‫ھﺮﮔﺰ ﭘﺎھﺎی ﺧﻮد‬

‫ را دراز ﻧﮑﻨﯿﺪ‬pointed towards the Qibla as
it is seen as a lack of respect.
Learning Activity 19. Research on the internet or brainstorm with your partner. Discuss the
potential benefits and challenges of intertwining religious principles with politics. Compare or
contrast political decisions in Afghanistan or other countries with which you are familiar. Write
your findings in the following space:
______________________________________________________________________________
Learning Activity 20. Based on what you have learned and acquired so far, create an oral
presentation in Dari supported by images. Discuss the historical relationship between religion
and politics in Afghanistan, and how this relationship has evolved over time? Look up some
words online.
DARI PROVERB
‫در آذان ﻣﻼی ﻏﺮﯾﺐ ﮐﺴﯽ ﻧﻤﺎز ﻧﻤﯽ ﺧﻮاﻧﺪ‬
Transliteration: ba āzān malāy ğarib kas namāz na me xwānad.
Literal: No one prays at the call to prayer of a poor Mullah.
Meaning: This proverb is a reflection on societal biases, where worth or value is often linked to
material wealth. This proverb implies that people tend to not take the advice or guidance of
someone who is poor, regardless of their wisdom or knowledge. The "poor Mullah" is a
metaphor for any individual who may have valuable insights or wisdom but is overlooked or
disregarded due to their lack of material wealth or status. This proverb serves as a critique of
societies that equate wealth with respect and credibility.
______________________________________________________________________________

I can understand and summarize the main idea of a text or listening passage
1.
on what role religion plays in Afghan politics.
I can discuss the role of religious leaders, especially Mullahs, in Afghan
2.
society.
3. I can present how religion influences Afghans’ way of life.
I can compare and contrast the influence and role of religious leaders in
4.
Afghan society with my own community.
______________________________________________________________________________
Chapter Objectives:
about religion in Afghanistan.
• Exchange information in conversations on religion in Afghanistan that I have researched,

using minimally cohesive paragraphs and asking a variety of questions, often across various
time frames.
• Give a detailed presentation on religion in Afghanistan that I have researched, using a few
short paragraphs, often across various time frames.
• Compare products and practices related in my own and other cultures related to the role of
religion Afghan culture.
______________________________________________________________________________
Topic: Religion in Afghanistan
Objective: Analyze various sources to understand how Islam has shaped Afghan culture and
society and the role of religion in political dynamics.
Activity:
• Read articles, watch documentaries, or listen to lectures about Islam's influence in
Afghanistan.
• How has Islam influenced Afghan culture and society?
• What are the differences between Sunni and Shia Islam in Afghanistan?
• How have these differences influenced religious conflict?
Assessment:
• A reflective essay in Dari on the role of religion in Afghanistan's political landscape.
Objective: Discuss the influence of religious leaders and Mullahs in shaping political
discourse, policy, and socio-political dynamics in Afghanistan.
Activity:
• The role of religious leaders in political discourse and policy.
• The influence of Mullahs in Afghan society and politics.
Assessment:
• Participation in discussions, emphasizing your ability to articulate and support your
viewpoints.
• Peer feedback on language use, cultural insights, and interaction skills.
Objective: Present a comprehensive understanding of the role and impact of religion on

Afghanistan's culture, society, and politics.
Activity:
• Islam's shaping of Afghan culture and society.
• The political influence of Islam over time.
• The role and influence of religious leaders and Mullahs.
Assessment:
______________________________________________________________________________

Activity:
• Group discussion to synthesize learning and reflect on the significance of religion in
Afghan culture and politics.
Assessment:
Notes to Educators:
Select culturally appropriate and accessible materials that offer a balanced view of religious
influence in Afghanistan. Encourage students to explore this topic with sensitivity and respect for
diverse perspectives.
______________________________________________________________________________
CHP 4. VOCABULARY

central role rol/naqš markazi ‫ ﻧﻘﺶ ﻣﺮﮐﺰی‬/ ‫رول‬
Sunni sani ‫ﺳﻨﯽ‬
Shia ši'a ‫ﺷﯿﻌﮫ‬
century qarn ‫ﻗﺮن‬
inseparable/invisible/inseparable lāyanfak ‫ﺟﺪا ﻧﺎﺷﺪه ﻧﯽ‬/‫ﺑﯿﻨﺎدی‬/‫ﻻﯾﻨﻔﮏ‬
belief ' aqida ‫ﻋﻘﯿﺪه‬
Islamic principles asol aslāmi ‫اﺻﻮل اﺳﻼﻣﯽ‬
the law qānun ‫ﻗﺎﻧﻮن‬
Sharia šari'at ‫ﺷﺮﯾﻌﺖ‬
criminal justice 'adālat kefari ‫ﻋﺪاﻟﺖ ﮐﯿﻔﺮی‬
gender jansyat ‫ﺟﻨﺴﯿﺖ‬
religion mazhab ‫ﻣﺬھﺐ‬
minority aqalyat ‫اﻗﻠﯿﺖ‬
discriminatory tab'iz āmez ‫ﺗﺒﻌﯿﺾ آﻣﯿﺰ‬
to face mawāja šadan ‫ﻣﻮاﺟﮫ ﺷﺪن‬
religion din ‫دﯾﻦ‬
politics syāsat ‫ﺳﯿﺎﺳﺖ‬
deep 'amiq ‫ﻋﻤﯿﻖ‬
cases mawārad ‫ﻣﻮارد‬
support hamkāri/hamāyat ‫ ﺣﻤﺎﯾﺖ‬/ ‫ھﻤﮑﺎری‬
legitimacy mašro'yat ‫ﻣﺸﺮوﻋﯿﺖ‬
conservative mahāfaza kār ‫ اﻓﺮاطﯽ‬/ ‫ﻣﺤﺎﻓﻈﮫ ﮐﺎر‬
resistance maqāwmat ‫ﻣﻘﺎوﻣﺖ‬
the fall saqut ‫ﺳﻘﻮط‬
Islamic law aslāmi šari't ‫ﺷﺮﯾﻌﺖ اﺳﻼﻣﯽ‬
enforce nāfaz kardan (‫ﻧﺎﻓﺬ )ﮐﺮدن‬
burqa barqa ‫ﺑﺮﻗﮫ‬
interpretation tafsir ‫ﺗﻔﺴﯿﺮ‬
collapse saqut ‫ﺳﻘﻮط‬
constitution qānun asāsi ‫ﻗﺎﻧﻮن اﺳﺎﺳﯽ‬
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CHAPTER FIVE
‫ﻓﺼﻞ ﭘﻨﺠﻢ‬
AFGHAN HISTORY (1960-1996)
(۱۹۹۶-۱۹۶۰) ‫ﺗﺎرﯾﺦ اﻓﻐﺎﻧﺴﺘﺎن‬
Image: BMD-1 in Afghanistan - Soviet–Afghan War - Wikipedia
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LEARNING OBJECTIVES

Chapter Objectives
descriptive informational texts regarding Afghan history (1960-1996).
Chapter Objectives
regarding Afghan history (1960-1996).

written language.
Chapter Objectives
across major time frames regarding Afghan history (1960-1996).
D. Intercultural:
● Interact: I can interact at a competent level in familiar and some unfamiliar contexts
Chapter Objectives
● Compare products and practices related to my own and other cultures.
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LESSON 1
‫درس اول‬
THE ERA OF POLITICAL INSTABILITY (1960-1979)
(۱۹۷۹-۱۹۶۰) ‫ﻋﺼﺮ ﺑﯽ ﺛﺒﺎﺗﯽ ﺳﯿﺎﺳﯽ‬
• What significant cultural, economic, and political developments shaped Afghanistan's

history?
• What were the key social and economic reforms implemented in Afghanistan during
the 1960s and 1970s, and how did these impact the country's culture and society?
● What are the major economic, social, and political challenges that Afghanistan has faced
throughout its history, and how have these challenges been addressed, both by the
government and the international community?
______________________________________________________________________________
In this lesson, you will identify the elements that contributed to political instability in
Afghanistan between the years 1960-1979. The grammatical aspect of the lesson will focus on
the infinitive. The first part of the lesson focuses on colloquial Dari, while the second part covers
standard Dari.
______________________________________________________________________________
‫)‪THE ERA OF POLITICAL INSTABILITY (1960-1979‬‬
‫ﻋﺼﺮ ﺑﯽ ﺛﺒﺎﺗﯽ ﺳﯿﺎﺳﯽ )‪(۱۹۷۹-۱۹۶۰‬‬
‫‪Learning Activity 1. As you listen to the passage about the era of political instability (1960-‬‬
‫‪1979) in Afghanistan. Write down key points, main ideas, or keywords to help you stay focused‬‬
‫‪and remember what you have heard. For scaffolding, synonyms of some words are provided‬‬
‫‪inside the brackets.‬‬
‫)‪The Era of Political Instability (1960-1979‬‬
‫ﻋﺼﺮ ﺑﯽ ﺛﺒﺎﺗﯽ ﺳﯿﺎﺳﯽ )‪(۱۹۷۹-۱۹۶۰‬‬
‫ﺗﺎرﯾﺦ اﻓﻐﺎﻧﺴﺘﺎن ﻧﺸﺎﻧﮫ )ﻋﻼﻣﮫ( ﻗﺮن ھﺎ ﺗﺤﻮﻻت )ﺗﻐﯿﯿﺮات( ﭘﯿﭽﯿﺪه )ﻣﻐﻠﻖ( ﺳﯿﺎﺳﯽ‪ ،‬ﻓﺮھﻨﮕﯽ و اﺟﺘﻤﺎﻋﯽ‪ ،‬ﺗﮭﺎﺟﻤﺎت )ﺣﻤﻼت(‪،‬‬
‫ﺟﻨﮓ ھﺎی داﺧﻠﯽ و دوره ھﺎی ﺛﺒﺎت و رﻓﺎه )ﺧﻮﺷﺒﺨﺘﯽ( ﻧﺴﺒﯽ )ﺗﺎ ﯾﮏ اﻧﺪازه( اﺳﺖ‪.‬‬
‫از دھﮫ ‪ ۱۹۶۰‬اﻏﻠﺐ ﺑﮫ ﻋﻨﻮان ﻋﺼﺮ طﻼﯾﯽ )ﺑﮭﺘﺮﯾﻦ وﻗﺖ( اﻓﻐﺎﻧﺴﺘﺎن ﯾﺎد ﻣﯽ ﺷﻮد‪ .‬در آن زﻣﺎن اﻓﻐﺎﻧﺴﺘﺎن ﺷﺎھﺪ ﺗﺤﻮﻻت‬
‫ﻓﺮھﻨﮕﯽ و اﻗﺘﺼﺎدی ﭼﺸﻤﮕﯿﺮی )ﻗﺎﺑﻞ ﺗﻮﺟﮫ( ﺑﻮد‪ ،‬ﺑﮫ وﯾﮋه در زﻣﺎن ﺳﻠﻄﻨﺖ )ﭘﺎدﺷﺎھﯽ( ظﺎھﺮ ﺷﺎه‪ ،‬اﯾﻦ ﮐﺸﻮر اﻓﺰاﯾﺶ )زﯾﺎد‬
‫ﺷﺪن( ﺳﻄﺢ ﺳﻮاد را ﺗﺠﺮﺑﮫ ﮐﺮد )ﻣﺮدم ﺧﻮاﻧﺪن و ﻧﻮﺷﺘﻦ را ﯾﺎد ﮔﺮﻓﺘﻨﺪ( و ﭼﻨﺪﯾﻦ داﻧﺸﮕﺎه )ﭘﻮھﻨﺘﻮن( و ﻣﺆﺳﺴﺎت ﺗﺤﺼﯿﻠﯽ‬
‫ﻋﺎﻟﯽ ﺗﺄﺳﯿﺲ ﺷﺪ )ﺷﺮوع ﺑﮑﺎر ﮐﺮد(‪ .‬اﻓﻐﺎﻧﺴﺘﺎن ھﻤﭽﻨﯿﻦ ﺻﻨﻌﺖ )ﺳﮑﺘﻮر( ﻓﯿﻠﻤﺴﺎزی را ﺗﻮﺳﻌﮫ داد )ﺷﺮوع ﮐﺮد( ﮐﮫ طﯽ آن‬
‫ﻓﯿﻠﻢ ھﺎی اﻓﻐﺎﻧﯽ زﯾﺎدی ﺳﺎﺧﺘﮫ ﺷﺪ‪.‬‬
‫از ﺳﺎل ‪ ۱۹۶۰‬ﺗﺎ ‪ ،۱۹۷۹‬اﻓﻐﺎﻧﺴﺘﺎن دﺳﺘﺨﻮش )ﻗﺮﺑﺎﻧﯽ( ﺗﻐﯿﯿﺮات ﻗﺎﺑﻞ ﺗﻮﺟﮭﯽ در ﻧﻈﺎم ﺳﯿﺎﺳﯽ و اﺟﺘﻤﺎﻋﯽ ﺧﻮد ﺷﺪ‪ .‬در ﺳﺎل‬
‫‪ ،۱۹۶۴‬ﻗﺎﻧﻮن اﺳﺎﺳﯽ ﺟﺪﯾﺪ ﺗﺼﻮﯾﺐ ﺷﺪ ﮐﮫ ﯾﮏ ﺳﻠﻄﻨﺖ ﻣﺸﺮوطﮫ را اﯾﺠﺎد ﮐﺮد )ﻗﺪرت ﭘﺎدﺷﺎه ﮐﻢ ﺷﺪ( و آزادی ھﺎی ﻣﺪﻧﯽ‬
‫)اﻧﺴﺎﻧﯽ( و ﺣﻘﻮق ﺳﯿﺎﺳﯽ ﺑﯿﺸﺘﺮی را ﺑﺮای اﻓﻐﺎن ھﺎ ﻓﺮاھﻢ ﮐﺮد )ﺑﻮﺟﻮد آورد(‪ .‬در اﯾﻦ دوره ﺳﯿﺎﺳﺖ ﮐﻤﻮﻧﯿﺴﺘﯽ ﺷﮑﻮﻓﺎ ﺷﺪ‬
‫)ﺗﺮﻗﯽ ﮐﺮد( و ﺣﺰب دﻣﻮﮐﺮاﺗﯿﮏ ﺧﻠﻖ اﻓﻐﺎﻧﺴﺘﺎن )ﭘﯽ دی ﭘﯽ ای( ﺗﺸﮑﯿﻞ ﮔﺮدﯾﺪ )ﺑﻤﯿﺎن آﻣﺪ(‪.‬‬
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‫ ﺑﺎ‬.‫ ﺣﺰب دﻣﻮﮐﺮاﺗﯿﮏ ﺧﻠﻖ اﻓﻐﺎﻧﺴﺘﺎن ﺑﮫ ﻧﺎم اﻧﻘﻼب ﺛﻮر ﮐﻮدﺗﺎ ﮐﺮد و ﯾﮏ ﺣﮑﻮﻣﺖ ﺳﻮﺳﯿﺎﻟﯿﺴﺘﯽ را ﺗﺄﺳﯿﺲ ﮐﺮد‬۱۹۷۸ ‫در ﺳﺎل‬
‫ ﺑﯽ ﺛﺒﺎﺗﯽ( ﺳﯿﺎﺳﯽ و‬،‫ اﯾﻦ اﻗﺪام ﺑﺎ ﻣﺨﺎﻟﻔﺖ ﺑﺴﯿﺎری از ﻣﺮدم اﻓﻐﺎﻧﺴﺘﺎن روﺑﺮو ﺷﺪ و ﮐﺸﻮر ﺑﮫ آﺷﻮب )ﺑﯽ ﻗﺮاری‬،‫اﯾﻦ ﺣﺎل‬
‫ اﺗﺤﺎد ﺟﻤﺎھﯿﺮ ﺷﻮروی ﺑﺮای ﺣﻤﺎﯾﺖ از دوﻟﺖ ﺟﺪﯾﺪ ﺑﮫ اﻓﻐﺎﻧﺴﺘﺎن ﺣﻤﻠﮫ ﮐﺮد و‬،۱۹۷۹ ‫ در ﺳﺎل‬.(‫ﺧﺸﻮﻧﺖ ﻓﺮو رﻓﺖ )ﻏﺮق ﺷﺪ‬
‫ اﯾﻦ دوره در ﺗﺎرﯾﺦ اﻓﻐﺎﻧﺴﺘﺎن‬.‫ﺟﻨﮕﯽ ﭼﻨﺪ دھﮫ ای را آﻏﺎز ﮐﺮد ﮐﮫ ﻋﻮاﻗﺐ ﻧﺎﮔﻮاری )ﻧﺘﯿﺠﮫ ﺑﺪ( ﺑﺮای اﯾﻦ ﮐﺸﻮر و ﻣﻨﻄﻘﮫ داﺷﺖ‬
‫ ﺟﺎﻣﻌﮫ و ﺗﻮﺳﻌﮫ ﺳﯿﺎﺳﯽ ﮐﺸﻮر‬،‫ﻣﺮﺣﻠﮫ دھﮫھﺎ ﺟﻨﮓ و ﺑﯽ ﺛﺒﺎﺗﯽ را رﻗﻢ زد )ﺷﺮوع ﮐﺮد( ﮐﮫ ﺑﻌﺪھﺎ ﺗﺄﺛﯿﺮ ﻋﻤﯿﻘﯽ ﺑﺮ ﻓﺮھﻨﮓ‬
.‫ﮔﺬاﺷﺖ‬
Afghanistan between 1960-1979
The era of political instability from 1960 to 1979 in Afghanistan was marked by a series of
coups, uprisings, ‫ ﺷﻮرش‬،‫ ﻗﯿﺎم‬and civil wars that left the country in a state of chaos and disarray.
This period began with the toppling of King Mohammad Zahir Shah in 1973 and saw the rise of
the Marxist-leaning People's Democratic Party of
Afghanistan (PDPA), which ultimately ‫ ﺑﻼﺧﺮه‬led to a
Soviet-backed regime. The new government faced
widespread opposition from traditional tribal and
religious leaders, which led to a series of uprisings
and civil war. The political instability had a
profound ‫ ﻋﻤﯿﻖ‬impact on Afghanistan's social and
economic fabric, leading to a brain drain and a rise in
extremism.
This Photo by Unknown Author is licensed under CC BY
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instability be sabāti ‫ﺑﯥ ﺛﺒﺎﺗﯽ‬ ۱
complex developments tahawalāt pečida ‫ﺗﺤﻮﻻت ﭘﯿﭽﯿﺪه‬ ۲
The Golden Age 'sr talāi ‫ﻋﺼﺮ طﻼﯾﯽ‬ ۳
development taraqi ‫ﺗﺮﻗﯽ‬ ۴
literate sawād ‫ﺳﻮاد‬ ۵

higher education
mosasāt ta'limāt 'āli ‫ﻣﻮﺳﺴﺎت ﺗﺤﺼﯿﻼت ﻋﺎﻟﯽ‬ ۶
institutions
to establish tāsis kardan ‫ ﺷﺪن‬/‫ﺗﺎﺳﯿﺲ ﮐﺮدن‬ ۷
industry san'at ‫ﺻﻨﻌﺖ‬ ۸

‫ﺗﻮﺳﻌﮫ دادن‬
expand tawsa'a dādan ۹
social system sistam ajta ‫ﺳﯿﺴﺘﻢ اﺟﺘﻤﺎﻋﯽ‬ ۱۰
changes tağirāt ‫ﺗﻐﯿﯿﺮات‬ ۱۱
to ratify taswib kardan ‫ﺗﺼﻮﯾﺐ ﮐﺮدن‬ ۱۲
civil liberties āzādi madani ‫آزادی ﻣﺪﻧﯽ‬ ۱۳
coup kodatā/kodatā kardan ‫ ﮐﻮدﺗﺎ ﮐﺮدن‬/ ‫ﮐﻮدﺗﺎ‬ ۱۴
party hezb ‫ﺣﺰب‬ ۱۵
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Activating Prior Knowledge
Activating prior knowledge is an essential strategy in listening comprehension that involves

using what a listener already knows about a topic to help them understand new information.
This strategy allows listeners to make connections between what they already know and what
they hear, which can aid in comprehending and retaining new information.
To activate prior knowledge, you may ask yourself questions about the topic, recall past
experiences or related information, or make predictions about what you expect to hear based
on your existing knowledge.
online dictionary.
politics ‫ﺳﯿﺎﺳﺖ‬
stability ‫ﺛﺒﺎت‬
development (‫دادن‬/‫ اﻧﮑﺸﺎف )ﮐﺮدن‬/‫ﺗﺮﻗﯽ‬

‫ﺗﻐﯿﯿﺮات‬
changes
industry ‫ﺻﻨﻌﺖ‬
expand ‫ﺗﻮﺳﻌﮫ دادن‬
to ratify (‫ﺗﺼﻮﯾﺐ )ﮐﺮدن‬
civil ‫ﻣﺪﻧﯽ‬
party ‫ﺣﺰب‬
to establish ‫ﺗﺎﺳﯿﺲ ﮐﺮدن‬
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Learning Activity 4. Define the words and phrase in English.
revolution ‫اﻧﻘﻼب‬
unwelcome ‫ﻧﺎﺧﻮش آﯾﻨﺪ‬
experience (‫ﺗﺠﺮﺑﮫ )ﮐﺮدن‬
chaos ‫آﺷﻮب‬
period ‫ دوره‬/ ‫ﻋﺼﺮ‬

unfortunate
‫ﻋﻮاﻗﺐ ﻧﺎﮔﻮار‬
consequences
statements.

In the 300 years of Afghan history, the period of the 1960s is considered the
‫ص‬
golden area of Afghanistan.
Afghanistan's history is marked by centuries of complex political
‫ص‬
development, including invasions and civil wars.
There were many developments under the rule of King Zahir Shah. ‫ص‬
During this period, the Afghans literacy rate increased. ‫ص‬
During the years 1960-1979, Afghan film industry collapsed. ‫غ‬
Leftist political parties emerged between 1960-1979. ‫ص‬
The Saur coup established a socialist government in Afghanistan. ‫ص‬
The Soviet Union entered Afghanistan in 1979. ‫ص‬
The Soviet Union had the support of the United Nations. ‫غ‬
The Soviet Union's invasion of Afghanistan started a long conflict in the
‫ص‬
country.
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Factors that Caused Political Instability between 1960-1979
There were several leading causes of political instability‫ ﺑﯥ ﺛﺒﺎﺗﯽ‬in Afghanistan from 1960 to
1979. One of the critical factors was the growing divide between the ruling elites and the general
public, who felt increasingly marginalized and disenfranchised. This led to a series of coups and
countercoups as various factions vied for power. Additionally, the country's traditional tribal
and religious leaders saw the new government as a
threat to their way of life, leading to widespread
opposition to the new regime. The rise of the Marxist-
leaning People's Democratic Party of Afghanistan
(PDPA) in 1978 further exacerbated tensions, as the
new government implemented ‫ ﺗﻄﺒﯿﻖ ﺷﺪن‬sweeping
reforms that alienated many traditionalists. Ultimately,
these factors contributed to a period of political and
social upheaval that left the country in a state of chaos
and instability.
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Listen to the passage “The Era of Political Instability (1960-1979).” Then choose two supporting
ideas from the passage and complete the following organizational chart for each idea. Provide
Main Idea: The Era of Political Instability (1960-1979)
Example: Example:
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Learning Activity 7. Work with a partner or alone. Read the passage “The Era of Political
Instability (1960-1979)” and complete the following table by writing the part of speech.
Singular Verb Pre/

Afghan Women During the Period of 1960-1979
The situation ‫ ﺣﺎﻟﺖ‬of women's rights in Afghanistan from 1960-1979 was somewhat mixed. On
the one hand, there were some efforts to improve women's education and opportunities ‫ﻓﺮﺻﺖ‬
‫ھﺎ‬, particularly under the rule of King Zahir Shah. For example, in 1964, a new constitution was
adopted that guaranteed equal rights for men and women, and women were allowed to attend
universities and work in various professions ‫ ﻣﺴﻠﮏ ھﺎی ﻣﺨﺘﻠﻒ‬. Some women also served in
parliament and held other positions of power.
However, these gains were not universal, and many women continued to face significant barriers
and discrimination. Women in rural areas
and from more conservative‫ﻣﺤﺎﻓﻈﮫ ﮐﺎر‬
families were often subjected to strict
patriarchal norms that limited their
freedoms and opportunities. For example,
many girls were not allowed to attend
school or were married off at an early age,
and women were often restricted in their
ability to work outside the home or
participate in public life ‫ زﻧﺪه ﮔﯽ ﻋﺎﻣﮫ‬.
Afghan Women In 1960s

Image Source: NPR Photos Of Afghanistan's Past: Modernity Lost : NPR
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Infinitives
Infinitives serve to represent a verb as a noun. In Dari, as in English, the infinitive is the
dictionary form of a verb and is typically used in everyday speech to denote the action. The Dari
infinitive frequently corresponds more closely with the English usage of the -ing suffix.
English Dari
Standard Colloquial
Running is difficult for me. .‫دوﯾﺪن ﺑﺮاﯾﻢ ﻣﺸﮑﻞ اﺳﺖ‬ .‫دوﯾﺪن ﺑﺮم ﺳﺨﺖ اس‬
Standing is not difficult for her. .‫اﯾﺴﺘﺎدن ﺑﺮاﯾﺶ ﻣﺸﮑﻞ ﻧﯿﺴﺖ‬ .‫اﯾﺴﺘﺎدن ﺑﺮش ﺳﺨﺖ ﻧﯿﺲ‬
Purchasing is easy for them. .‫ﺧﺮﯾﺪن ﺑﺮای ﺷﺎن آﺳﺎن اﺳﺖ‬ .‫ﺧﺮﯾﺪن ﺑﺮﺷﺎن آﺳﺎن اس‬
Stealing is sin. .‫ دُوزدی ﮐﺮدن ﮔﻨﺎه اﺳﺖ‬/ ‫دزدﯾﺪن‬ .‫دُزی ﮐﺪن ﮔﻨﺎه س‬
Going is necessary. .‫رﻓﺘﻦ ﺿﺮور اﺳﺖ‬ .‫رﻓﺘﻦ ﺿﺮور اس‬
The procedure applies to compound verbs:
English Dari
Standard Colloquial
Working is pleasant for us. .‫ﮐﺎرﮐﺮدن ﺑﺮای ﻣﺎ ﺧﻮﺷﺎﯾﻨﺪ اﺳﺖ‬ .‫ﮐﺎرﮐﺪن ﺑﺮﻣﺎ ﺧﻮﺷﺎﯾﻨﺪ اس‬
Cooking is my job. .‫ﻧﺎن ﭘﺨﺘﻦ ﮐﺎر ﻣﻦ اﺳﺖ‬ .‫ﻧﺎن ﭘﺨﺘﮫ ﮐﺪن ﮐﺎر ﻣﮫ اس‬
Listening is a good habit. .‫ﮔﻮش ﮐﺮدن ﻋﺎدت ﺧﻮب اﺳﺖ‬ .‫ﮔﻮش ﮐﺪن ﻋﺎدت ﺧﻮب اس‬
After swimming, I get tired. .‫ﺑﻌﺪ از آب ﺑﺎزی ﮐﺮدن ﺧﺴﺘﮫ ﻣﯿﺸﻮم‬ .‫ﺑﻌﺪ از ا َوﺑﺎزی ﻣﺎﻧﺪه ﻣﯿﺸﻢ‬
She has come to study. .‫او ﺑﺮای درس ﺧﻮاﻧﺪن آﻣﺪه اﺳﺖ‬ .‫او ﺑَﺮ درس ﺧﻮاﻧﺪن آﻣﺪه‬
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Learning Activity 8. Write the following sentences in Dari using the past subjunctive with the
appropriate form of the verb. Use an online Dari/Persian dictionary to look up any necessary
words.
We like reading. ۱
Gambling is not allowed. ۲
She is not familiar with playing the rubab. ۳
Going in is easy; getting out is hard. ۴
Eating a lot of sweets has a disadvantage. ۵
Learning Activity 9. Create a few complex sentences by using infinitives covered in this
lesson. Use Vocaroo | Online voice recorder to record yourself reading the text. Then, share the
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THE ERA OF POLITICAL INSTABILITY (1960-1979)
(۱۹۷۹-۱۹۶۰) ‫ﻋﺼﺮ ﺑﯽ ﺛﺒﺎﺗﯽ ﺳﯿﺎﺳﯽ‬
● How have Afghanistan's historical, political, and cultural relationships with its
neighboring countries influenced its national development, stability, and
regional diplomacy?
with a partner.
● In what ways did Afghanistan's foreign policy during the period of 1960-1979 affect its
relations with its neighbors, and what were the key challenges and opportunities that
arose as a result of this policy?
______________________________________________________________________________
Reading Strategies
K-W-L Chart
Use a K-W-L graphic organizer to activate your prior knowledge, set learning goals, and reflect
on what you have learned.
• The K column: In this column, write down what you already know about the topic. This
helps to activate prior knowledge and provides a starting point for further learning.
• The W column: In this column, write down what you want to know or questions you
have about the topic. This helps to set learning goals and encourages you to actively
seek out information.
• The L column: In this column, write down what you have learned after reading or
studying the topic. This helps to reflect on new information gained and reinforces the
learning process.
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‫‪Relations with Neighbors‬‬
‫رواﺑﻂ ﺑﺎ ھﻤﺴﺎﯾﮕﺎن‬
‫رواﺑﻂ اﻓﻐﺎﻧﺴﺘﺎن ﺑﺎ ھﻤﺴﺎﯾﮕﺎن اش درﺑﯿﻦ ﺳﺎل ھﺎی ‪ ۱۹۶۰‬و ‪ ۱۹۷۹‬اﮐﺜﺮآ ﭘﺮﺗﻨﺶ )ﺟﻨﺠﺎﻟﯽ( و ﺑﺎ درﮔﯿﺮی )ﺟﻨﮓ( ھﺎی‬
‫ﺳﯿﺎﺳﯽ و ﻧﻈﺎﻣﯽ ھﻤﺮاه ﺑﻮد‪ .‬اﯾﻦ ﮐﺸﻮر از ﻣﺪت طﻮﻻﻧﯽ ﺑﺎ ﭘﺎﮐﺴﺘﺎن اﺧﺘﻼف ﻣﺮزی )ﺳﺮﺣﺪی( داﺷﺘﮫ اﺳﺖ‪ .‬ﺧﻂ دﯾﻮرﻧﺪ )ﻣﺮز‬
‫ﺑﯿﻦ اﻓﻐﺎﻧﺴﺘﺎن و ﭘﺎﮐﺴﺘﺎن( در اواﺧﺮ ﻗﺮن ﻧﻮزدھﻢ ﺗﻮﺳﻂ ﺑﺮﯾﺘﺎﻧﯿﺎ اﯾﺠﺎد و ﺑﮫ رﺳﻤﯿﺖ ﺷﻨﺎﺧﺘﮫ ﺷﺪ‪ .‬اﺧﺘﻼف روی ﺧﻂ دﯾﻮرﻧﺪ ﺑﮫ‬
‫ﭼﻨﺪﯾﻦ درﮔﯿﺮی ﻧﻈﺎﻣﯽ ﺑﯿﻦ دو ﮐﺸﻮر ﺑﮫ وﯾﮋه در دھﮫ ‪ ۱۹۶۰‬و اواﯾﻞ دھﮫ ‪ ۱۹۷۰‬ﻋﯿﺴﻮی ﻣﻨﺠﺮ و ﻣﻮﺟﺐ ﺑﮫ ﻗﻄﻊ رواﺑﻂ‬
‫دﯾﭙﻠﻤﺎﺗﯿﮏ ﺑﯿﻦ دو ﮐﺸﻮر ﺷﺪه اﺳﺖ‪ .‬اﻓﻐﺎﻧﺴﺘﺎن ھﻤﭽﻨﯿﻦ رواﺑﻂ ﺗﯿﺮهای )ﺧﺮاب( ﺑﺎ اﯾﺮان داﺷﺘﮫ اﺳﺖ‪ ،‬ﺑﮫ وﯾﮋه ﭘﺲ از اﺧﺘﻼﻓﺎت‬
‫ﻣﺮزی در ﺳﺎل ‪ ۱۹۷۱‬ﻋﯿﺴﻮی ﮐﮫ ﻣﻨﺠﺮ ﺑﮫ اﺧﺮاج ﭘﻨﺎھﺠﻮﯾﺎن اﻓﻐﺎن از اﯾﺮان و ﺑﺴﺘﮫ ﺷﺪن ﻣﺮزھﺎ ﺷﺪ‪.‬‬
‫راﺑﻄﮫ اﻓﻐﺎﻧﺴﺘﺎن ﺑﺎ اﺗﺤﺎد ﺟﻤﺎھﯿﺮ ﺷﻮروی از ﺳﯿﺎﺳﺖ ﺧﺎرﺟﯽ ﻣﮭﻢ اﻓﻐﺎﻧﺴﺘﺎن در اﯾﻦ دوره ﺑﻮد‪ .‬اﻓﻐﺎﻧﺴﺘﺎن در اﺑﺘﺪا ﺳﻌﯽ ﮐﺮد‬
‫)ﮐﻮﺷﺶ ﮐﺮد( ﺑﯿﻦ اﯾﺎﻻت ﻣﺘﺤﺪه اﻣﺮﯾﮑﺎ و اﺗﺤﺎد ﺟﻤﺎھﯿﺮ ﺷﻮروی ﺑﯽ طﺮﻓﯽ ﺧﻮد را ﺣﻔﻆ ﮐﻨﺪ )ﻧﮕﮭﺪارد(‪ ،‬اﻣﺎ در ﻧﮭﺎﯾﺖ )آﺧﺮ(‬
‫رواﺑﻂ ﻧﺰدﯾﮑﯽ ﺑﺎ ﺷﻮروی ﺑﺮﻗﺮار )اﯾﺠﺎد( ﮐﺮد‪ .‬اﺗﺤﺎد ﺟﻤﺎھﯿﺮ ﺷﻮروی ﺑﮫ اﻓﻐﺎﻧﺴﺘﺎن ﮐﻤﮏ ھﺎی اﻗﺘﺼﺎدی و ﻧﻈﺎﻣﯽ از ﺟﻤﻠﮫ‬
‫ﻣﺸﺎوران ﻧﻈﺎﻣﯽ‪ ،‬ﺗﺠﮭﯿﺰات )وﺳﺎﯾﻞ( و ﺑﻮدﺟﮫ ﺑﺮای ﭘﺮوژه ھﺎی اﻧﮑﺸﺎﻓﯽ اراﺋﮫ ﮐﺮد‪ .‬ﺑﺎ اﯾﻦ ﺣﺎل‪ ،‬دﺧﺎﻟﺖ )دﺳﺖ درازی( ﺑﯿﺶ‬
‫از ﺣﺪ اﺗﺤﺎد ﺟﻤﺎھﯿﺮ ﺷﻮروی در اﻓﻐﺎﻧﺴﺘﺎن در ﻧﮭﺎﯾﺖ ﺑﮫ ﺑﯽ ﺛﺒﺎﺗﯽ و ﺟﻨﮓ در اﯾﻦ ﮐﺸﻮر ﻣﻨﺠﺮ ﺷﺪ‪.‬‬
‫ﺑﺎ ﺗﺄﺳﯿﺲ ﺣﺰب ﺣﺎﻣﯽ ﻣﺎرﮐﺴﯿﺴﺖ )ﺣﺰب دﻣﻮﮐﺮاﺗﯿﮏ ﺧﻠﻖ اﻓﻐﺎﻧﺴﺘﺎن( در ﺳﺎل ‪ ۱۹۷۸‬ﻋﯿﺴﻮی ‪ ،‬رواﺑﻂ اﻓﻐﺎﻧﺴﺘﺎن ﺑﺎ‬
‫ھﻤﺴﺎﯾﮕﺎن ﺷﺮﻗﯽ )ﭘﺎﮐﺴﺘﺎن( و ﻏﺮﺑﯽ )اﯾﺮان( اش ﭘﯿﭽﯿﺪه ﺗﺮ )ﻣﻐﻠﻖ ﺗﺮ( ﺷﺪ‪ .‬ﺑﻌﻀﯽ از ﺳﯿﺎﺳﺖ ھﺎی دوﻟﺖ ﺟﺪﯾﺪ ﺷﺎﻣﻞ‬
‫اﺻﻼﺣﺎت ارﺿﯽ )ﺗﻘﺴﯿﻢ زﻣﯿﻦء زﻣﯿﺪاران ﺑﺮای دھﺎﻗﯿﻦ ﻏﺮﯾﺐ(‪ ،‬ﺑﺮﭼﯿﺪن ﺳﺎﺧﺘﺎرھﺎی ﺳﻨﺘﯽ )ﮐﻮﺷﺶ ﺑﺮای ﺗﻐﯿﯿﺮ ﻋﻨﻌﻨﺎت‬
‫ﻣﺮدم(‪ ،‬ﻗﺪرت و ﺗﺮوﯾﺞ ﺑﺮاﺑﺮی ﺟﻨﺴﯿﺘﯽ )ﺑﺮاﺑﺮی زن و ﻣﺮد( ﺑﻮد‪ .‬ﻣﺮدم ﻋﺎم و ﻣﺨﺼﻮﺻﺂ ﻧﯿﺮوھﺎی ﻣﺤﺎﻓﻈﮫ ﮐﺎر و اﺳﻼﻣﮕﺮا‬
‫در ﮐﺸﻮر و ﻣﻨﻄﻘﮫ اﯾﻦ ﺳﯿﺎﺳﺖ ھﺎ را ﺑﮫ ﻋﻨﻮان ﯾﮏ ﺗﮭﺪﯾﺪ ﺗﻠﻘﯽ ﮐﺮدن )ﭘﻨﺪاﺷﺘﻨﺪ(‪ .‬ﭘﺎﮐﺴﺘﺎن و اﯾﺎﻻت ﻣﺘﺤﺪه اﻣﺮﯾﮑﺎ ﺷﺮوع ﺑﮫ‬
‫ﺣﻤﺎﯾﺖ از ﻣﻘﺎوﻣﺖ ﺿﺪ ﮐﻤﻮﻧﯿﺴﺘﯽ )ﻣﺠﺎھﺪﯾﻦ( در اﻓﻐﺎﻧﺴﺘﺎن ﮐﺮدﻧﺪ‪ .‬در ﻧﮭﺎﯾﺖ ﻣﻘﺎوﻣﺖ ﺷﺪﯾﺪ اﻓﻐﺎن ھﺎ ﺑﺎﻋﺚ ﺷﺪ ﺗﺎ روس ھﺎ در‬
‫ﺳﺎل ‪ ۱۹۷۹‬ﻋﯿﺴﻮی ﺑﺮای ﺣﻤﺎﯾﺖ از رژﯾﻢ ﮐﻤﻮﻧﯿﺴﺘﯽ ﮐﺎﺑﻞ ﺑﮫ اﻓﻐﺎﻧﺴﺘﺎن ﺣﻤﻠﮫ ﻧﻈﺎﻣﯽ ﮐﻨﻨﺪ‪.‬‬
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Reading Strategies
Summarization Exercise
What did you learn from this text?
Write a summary of the text using your own words and focusing on the main ideas and key
points. Use bullet points, diagrams, or mind maps to help organize your thoughts. Then share
your summary with your peers or the teacher and discuss any similarities or differences in
your understanding of the text.

Afghanistan's relations with its neighbors during the period of 1960-1979
1. ‫غ‬
were mostly peaceful.
The border dispute with Pakistan led to military clashes between the two
2. ‫ص‬
countries.
3. Iran and Afghanistan had a friendly relationship during this period. ‫غ‬
Afghanistan initially sought to maintain neutrality between the United
4. ‫ص‬
States and the Soviet Union.
The Soviet Union did not provide any assistance to Afghanistan during
5. ‫غ‬
the period of 1960-1979.
The Soviet Union's increased involvement in Afghanistan contributed to
6. ‫غ‬
the country's stability and peace.
The new government's policies in Afghanistan were seen as a threat by
7. ‫ص‬
conservative forces in the country and the region.
Pakistan and the United States supported anti-communist rebels in
8. ‫ص‬
Afghanistan.
The Soviet Union invaded Afghanistan before the rise of the Marxist-
9. ‫غ‬
leaning PDPA.
Pakistan played a significant role in supporting the Afghan resistance
10. ‫ص‬
against the Soviet Union.
______________________________________________________________________________
Learning Activity 13. Work with a partner or alone. Read the article “Relations with
Neighbors” and complete the following table by writing the part of speech.
Singular Verb Pre/

Work with a partner or alone and answer the following question in Dari, using paragraph-length
discourse: What was the role of Pakistan in the Soviet Union's invasion of Afghanistan in 1979?
______________________________________________________________________________
nouns, etc.).
‫ﺗﻘﺴﯿﻢ ﮐﺮدن‬ ‫رواﺑﻂ‬ ‫ﻣﺮزی‬ ‫ﺣﺎﻣﯽ و ﺣﻤﺎﯾﺖ ﮔﺮ‬ ‫ﭘﺮﺗﻨﺶ‬
.‫ _________ دوﺳﺘﺎﻧﮫ ﺑﺎ ھﻤﺴﺎﯾﮕﺎن ﺧﻮد ﻧﺪاﺷﺖ‬۷۰ ‫ اﻓﻐﺎﻧﺴﺘﺎن در دھﮫ‬۱
.‫ اﻓﻐﺎﻧﺴﺘﺎن از ﻣﺪت طﻮﻻﻧﯽ اﺧﺘﻼﻓﺎت ___________ ﺑﺎ ﭘﺎﮐﺴﺘﺎن دارد‬۲
.‫ اﻓﻐﺎﻧﺴﺘﺎن ﺑﺎ اﯾﺮان ھﻢ رواﺑﻂ __________ داﺷﺘﮫ اﺳﺖ‬۳
.‫ اﺗﺤﺎد ﺷﻮروی ﺳﺎﺑﻖ ________________ دوﻟﺖ ﮐﻤﻮﻧﯿﺴﺘﯽ در ﮐﺎﺑﻞ ﺑﻮد‬۴
.‫ ﯾﮑﯽ از ﺳﯿﺎﺳﺖ ھﺎی دوﻟﺖ ﮐﻤﻮﻧﯿﺴﺘﯽ ﮐﺎﺑﻞ __________ زﻣﯿﻦ ھﺎی زﻣﯿﻨﺪاران ﺑﯿﻦ ﮐﺸﺎورزان ﻓﻘﯿﺮ ﺑﻮد‬۵
Key:
۵ ۴ ۳ ۲ ۱
‫ﺗﻘﺴﯿﻢ ﮐﺮدن‬ ‫ﺣﺎﻣﯽ و ﺣﻤﺎﯾﺖ ﮔﺮ‬ ‫ﭘﺮﺗﻨﺶ‬ ‫ﻣﺮزی‬ ‫رواﺑﻂ‬
Learning Activity 16. Refer to both “The Era of Political Instability” and “Relations with
Neighbors” passages. Work with a partner or alone. Write a short blog post in Dari highlighting
the significance of each article. Also, mention if anything in the passage has surprised you. Use
an online Dari/Persian dictionary to look up some words.
______________________________________________________________________________
Learning Activity 17. Compare The Era of Political Instability (1960-1979) in Afghanistan with
an era of instability in a Western country. What similarities and differences do you notice? Write
your findings in Dari
Learning Activity 18. Work with a partner or alone. Describe how the events of the 60s and 70s
contributed to Afghanistan's current (2023) political and economic situations -what went wrong?
Look up some information online to enhance your knowledge.
______________________________________________________________________________
Relations with Neighbors during the Periods of 1960-1979
Afghanistan's relations with its neighboring ‫ ھﻤﺴﺎﯾﮕﺎن‬countries from 1960 to 1979 were complex
and often strained. The country had long-standing territorial disputes with Pakistan, which led
to several military clashes and a breakdown in diplomatic relations. Meanwhile, relations with
Iran were also tense, particularly after a border dispute in 1971 that led to the closure of the
border and the expulsion of Afghan refugees. Afghanistan also had close ties with the Soviet
Union, which provided military and economic ‫ ﻧﻈﺎﻣﯽ و اﻗﺘﺼﺎدی‬aid to the country in the 1960s and
1970s. However, this relationship became more complicated after the rise of the Marxist-leaning
People's Democratic Party of Afghanistan (PDPA) in
1978, which was seen as a threat by many of Afghanistan's
neighbors. In particular, Pakistan and the United States
began supporting anti-communist rebels in Afghanistan,
which ultimately led to the Soviet Union's invasion of the
country in 1979. Overall, Afghanistan's relations with its
neighboring countries during this era were marked by a
mix of cooperation, tension, and conflict, which had
significant implications ‫ ﺗﻐﯿﯿﺮ‬for the country's political and
social stability.
Learning Activity 19. Research on the internet or brainstorm with your partner. Explore how
external influences or interventions exacerbate or alleviate instability. Are there patterns or
lessons from this era that resonate with global events in other regions or eras? Write your
findings in the following space:
______________________________________________________________________________
Learning Activity 20. Create a podcast posting in Dari. Describe the significant cultural,
economic, and political developments that have shaped Afghanistan's history. Also, highlight the
critical social and economic reforms implemented in Afghanistan during the 1960s and 1970s,
and explain how these reforms influenced the country's culture and society.
DARI PROVERB
‫ ﯾﮏ ھﻤﺴﺎﯾﮫ ﭘﯿﺶ‬،‫از ﺻﺪ ﺧﻮﯾﺶ‬
Transliteration: az sad xweš , yak hamsāya peš.
Literal: A neighbor is closer than a hundred relatives.
Meaning: This expression emphasizes the importance of maintaining good relationships with
one's neighbors. The underlying message is that proximity often plays a crucial role in
providing support, help, or companionship, potentially making a neighbor more immediately
helpful or accessible than distant relatives. In times of need or emergency, it is typically your
neighbors who can respond the fastest, simply because they are nearby.
______________________________________________________________________________
I can explain the significance of the 1960s as the "Golden Age" of

1.
Afghanistan's history.
I can describe the changes in Afghanistan's political and social systems
2.
from 1960 to 1979.
I can discuss the rise of leftist politics and the emergence of the People's
3.
Democratic Party of Afghanistan (PDPA) in 1960s-1970s.
I can explain the consequences of the Soviet Union's invasion of
4. Afghanistan in 1979 on the country's political, cultural, and social
development.
I can describe Afghanistan's relations with its neighbors from 1960 to
5
1979, including Pakistan and Iran.
I can explain the impact of the Marxist-leaning People's Democratic Party
6 of Afghanistan (PDPA) on the country's relationships with its neighbors,
particularly with Pakistan.
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LESSON 2
‫درس دوم‬
THE DECADE OF FOREIGN INTERVENTION AND INSURGENCY (1978-1996)
(۱۹۷۸-۱۹۹۶) ‫ﻣﺪاﺧﻠﮫ ﺧﺎرﺟﯽ و دھﮫ ﻣﻘﺎوﻣﺖ‬
• What were the reasons behind foreign intervention in Afghanistan during the 1980s
and early 1990s?
• How did the Afghan insurgency evolve during this period, and what were the key
turning points?
● How did the Afghan people respond to foreign intervention and insurgency, and what
were the consequences for their society and culture?
______________________________________________________________________________
In this lesson, you will understand the causes and consequences of the Soviet-Afghan War and
the subsequent civil war in Afghanistan and be able to analyze the impact of the wars on
Afghanistan’s political and social structures. The grammatical aspect of the lesson will focus on
participles in Dari. The first part of the lesson focuses on colloquial Dari, while the second part
______________________________________________________________________________
‫)‪THE DECADE OF FOREIGN INTERVENTION AND INSURGENCY (1978-1996‬‬
‫ﻣﺪاﺧﻠﮫ ﺧﺎرﺟﯽ و دھﮫ ﻣﻘﺎوﻣﺖ )‪(۱۹۷۸-۱۹۹۶‬‬
‫‪inside the brackets.‬‬
‫‪This Photo by Unknown Author is licensed under CC BY-SA-NC‬‬
‫)‪The Decade of Foreign Intervention and Insurgency (1978-1996‬‬
‫ﻣﺪاﺧﻠﮫ ﺧﺎرﺟﯽ و دھﮫ ﻣﻘﺎوﻣﺖ )‪(۱۹۷۸-۱۹۹۶‬‬
‫ﺟﻨﮓ ﺷﻮروی و ﻣﺮدم اﻓﻐﺎﻧﺴﺘﺎن )‪ (۱۹۷۹-۱۹۸۹‬ﯾﮏ ﺟﻨﮓ ﻣﮭﻢ و ﺗﺎرﯾﺨﯽ ﺑﻮد ﮐﮫ در آن اﺗﺤﺎد ﺟﻤﺎھﯿﺮ ﺷﻮروی ﺑﺮای‬
‫ﺣﻤﺎﯾﺖ از دوﻟﺖ ﮐﻤﻮﻧﯿﺴﺘﯽ ﮐﮫ در ﮐﻮدﺗﺎی ‪ ۱۹۷۸‬ﻗﺪرت را ﺑﮫ دﺳﺖ ﮔﺮﻓﺘﮫ ﺑﻮد‪ ،‬ﺑﮫ اﻓﻐﺎﻧﺴﺘﺎن ﺣﻤﻠﮫ ﮐﺮد‪ .‬ﻣﺠﺎھﺪﯾﻦ اﻓﻐﺎن‬
‫)ﻣﻘﺎوﻣﺖ ﮔﺮان( ﻣﻮرد )زﯾﺮ‪ ،‬ﺗﺤﺖ( ﺣﻤﺎﯾﺖ آﻣﺮﯾﮑﺎ‪ ،‬ﭘﺎﮐﺴﺘﺎن‪ ،‬ﻋﺮﺑﺴﺘﺎن ﺳﻌﻮدی و دﯾﮕﺮ ﮐﺸﻮرھﺎی ﻣﺴﻠﻤﺎن و ﻏﺮﺑﯽ ﺑﻮدﻧﺪ‪.‬‬
‫اﺗﺤﺎد ﺟﻤﺎھﯿﺮ ﺷﻮروی ﺳﺮاﻧﺠﺎم )در آﺧﺮ( در ﺳﺎل ‪ ۱۹۸۹‬ﻧﯿﺮوھﺎی ﺧﻮد را از اﻓﻐﺎﻧﺴﺘﺎن ﺧﺎرج ﮐﺮد‪ ،‬اﻣﺎ ﺟﻨﮓ ﺗﺄﺛﯿﺮ ﻋﻤﯿﻘﯽ‬
‫ﺑﺮ ﺟﺎﻣﻌﮫ اﻓﻐﺎﻧﺴﺘﺎن ﮔﺬاﺷﺖ‪ .‬ﮐﺸﻮر وﯾﺮان )ﺧﺮاب( ﺷﺪ و ﻣﯿﻠﯿﻮن ھﺎ ﻧﻔﺮ ﺑﯽ ﺧﺎﻧﻤﺎن )ﺑﯽ ﺳﺮﭘﻨﺎه( ﻣﺎﻧﺪﻧﺪ‪ .‬اﯾﻦ ﺟﻨﮓ ھﻤﭽﻨﯿﻦ‬
‫ﻣﻨﺠﺮ )ﺑﺎﻋﺚ( ﺑﮫ ظﮭﻮر )ﺑﻮﺟﻮد آﻣﺪن( ﺑﻨﯿﺎدﮔﺮاﯾﯽ اﺳﻼﻣﯽ )اﻓﺮاطﯿﺖ ( در ﻣﻨﻄﻘﮫ ﺷﺪ‪ ،‬زﯾﺮا ﻣﺠﺎھﺪﯾﻦ ﻣﻘﺎوﻣﺖ ﺧﻮد را در‬
‫ﺑﺮاﺑﺮ ﺷﻮروی و دوﻟﺖ ﮐﻤﻮﻧﯿﺴﺘﯽ ﮐﺎﺑﻞ ﺑﮫ ﻋﻨﻮان ﯾﮏ ﺟﻨﮓ ﻣﻘﺪس )ﺟﮭﺎد( ﻣﯽ دﯾﺪﻧﺪ‪.‬‬
‫ﭘﺲ از ﺧﺮوج ﺷﻮروی در ﺳﺎل ‪ ،۱۹۸۹‬ﺣﮑﻮﻣﺖ ﮐﻤﻮﻧﯿﺴﺘﯽ اﻓﻐﺎﻧﺴﺘﺎن ﺑﮫ رھﺒﺮی داﮐﺘﺮ ﻧﺠﯿﺐ ﷲ ﺗﺎ ﺳﺎل ‪ ۱۹۹۲‬اداﻣﮫ ﯾﺎﻓﺖ‬
‫)دوام ﮐﺮد(‪ .‬در ﺳﺎل ‪ ۱۹۹۲‬ﻣﺠﺎھﺪﯾﻦ وارد )داﺧﻞ( ﮐﺎﺑﻞ ﺷﺪﻧﺪ و ﮐﺸﻮر درﮔﯿﺮ ﺟﻨﮓ داﺧﻠﯽ ﺷﺪ ﮐﮫ ﺗﺎ ﺳﺎل ‪ ۱۹۹۶‬اداﻣﮫ داﺷﺖ‪.‬‬
‫ﮔﺮوه ھﺎی ﻣﺨﺘﻠﻒ ﻣﺠﺎھﺪﯾﻦ ﮐﮫ ﻋﻠﯿﮫ )در ﻣﻘﺎﺑﻞ( اﺗﺤﺎد ﺟﻤﺎھﯿﺮ ﺷﻮروی ﻣﺘﺤﺪ ﺷﺪه ﺑﻮدﻧﺪ ﺑﺎ ھﻢ درﮔﯿﺮ ﺷﺪﻧﺪ )داﺧﻞ ﺟﻨﮓ‬
‫ﺷﺪﻧﺪ(‪ .‬اﯾﻦ اﻣﺮ )اﯾﻦ ﮐﺎر‪ ،‬اﯾﻦ ﺣﺎﻟﺖ( ﻣﻨﺠﺮ ﺑﮫ ﺧﻼء )ﺧﺎﻟﯽ ﮔﺎه( ﻗﺪرﺗﯽ ﺷﺪ ﮐﮫ ﺗﻮﺳﻂ ﺟﻨﮓ ﺳﺎﻻران )ﺗﻔﻨﮓ داران( و ﺷﺒﮫ‬
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‫ ﺟﻨﮓ ﺑﺎ درﮔﯿﺮی ﺷﺪﯾﺪ ﺑﯿﻦ ﮔﺮوه ھﺎی رﻗﯿﺐ )ﻣﺨﺎﻟﻒ( و ھﺪف ﻗﺮار دادن ﻏﯿﺮﻧﻈﺎﻣﯿﺎن‬.‫ﻧﻈﺎﻣﯿﺎن ﻣﺤﻠﯽ )ﻣﻠﯿﺸﮫ ھﺎ( ﭘﺮ ﺷﺪ‬
.‫ ﻣﮭﺎﺟﺮت( اﻓﻐﺎﻧﮭﺎ ﮔﺮدﯾﺪ‬،‫)ﻣﺮدم ﻋﺎم( آﻏﺎز ﺷﺪ ﮐﮫ ﻣﻨﺠﺮ ﺑﮫ ﺗﺨﺮﯾﺐ )ﺧﺮاب ﺷﺪن( ﺑﯿﺸﺘﺮ ﮐﺸﻮر و آوارﮔﯽ )ﺳﺮﮔﺮداﻧﯽ‬
‫ اﯾﻦ ﺟﻨﮓ ده ھﺎ ھﺰار‬.‫ﺟﻨﮓ ﺷﻮروی و اﻓﻐﺎﻧﺴﺘﺎن و ﻣﺘﻌﺎﻗﺐ آن )ﺑﻌﺪآ( ﺟﻨﮓ داﺧﻠﯽ ﺗﺄﺛﯿﺮ ﻋﻤﯿﻘﯽ ﺑﺮ اﻓﻐﺎﻧﺴﺘﺎن و ﻣﻨﻄﻘﮫ داﺷﺖ‬
‫ ﺑﮫ‬،‫ ﺑﯽ ﺛﺒﺎﺗﯽ ﺳﯿﺎﺳﯽ و ﺟﻨﮓ ھﺎی داﺧﻠﯽ ھﻤﭽﻨﯿﻦ راه را ﺑﺮای اﺳﺘﻘﺮار )ﺑﺮوز‬.‫ﮐﺸﺘﮫ و ﻣﯿﻠﯿﻮن ھﺎ آواره ﺑﺮﺟﺎی ﮔﺬاﺷﺘﮫ اﺳﺖ‬
.‫ﻗﺪرت آﻣﺪن( طﺎﻟﺒﺎن در ﻣﻨﻄﻘﮫ و رﺷﺪ )زﯾﺎد ﺷﺪن( ﺑﻨﯿﺎدﮔﺮاﯾﯽ اﺳﻼﻣﯽ ھﻤﻮار )ﻓﺮاھﻢ( ﮐﺮد‬
Factors that led to the Soviet Invasion of Afghanistan
The main factors that led to the Soviet invasion ‫ ﺗﮭﺎﺟﻢ ﺷﻮروی‬of Afghanistan in 1980 were rooted
in the Cold War tensions ‫ ﻓﺸﺎر ھﺎ‬between the Soviet Union and the United States and the
domestic instability in Afghanistan following a communist coup. The Soviet Union aimed to
prop up the newly installed communist government in Afghanistan, secure its southern border,
and gain a strategic in South Asia. However, the Soviet invasion sparked a decade-long conflict,
with the mujahideen insurgency
receiving support from the United
States and other Western countries.
The war led to widespread
destruction, displacement ‫ﺑﯿﺠﺎ ﺷﺪن‬
and loss of life, with estimates of up
to 2 million Afghan deaths and
millions more displaced. The Soviet
invasion also fueled the rise of
Islamist extremism and the Taliban,
with long-lasting implications
‫ ﺗﺎﺛﯿﺮات‬for the region and the world.
Image Source: Wikipedia
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the army qwā ‫ﻗﻮا‬ ۱
destruction xarāb šadan/taxrib ‫ ﺗﺨﺮﯾﺐ‬/ ‫ﺧﺮاب ﺷﺪن‬ ۲
becoming homeless be xāna šadan ‫ ﺑﯿﺨﺎﻧﻤﺎن‬/ ‫ﺑﯽ ﺧﺎﻧﮫ ﺷﺪن‬ ۳
fundamentalism banyādgarāi ‫ﺑﻨﯿﺎدﮔﺮاﯾﯽ‬ ۴
resistance maqāwamatgarān ‫ﻣﻘﺎوﻣﺖ ﮔﺮان‬ ۵
exit xaruj ‫ﺧﺮوج‬ ۶

‫ ﺟﻨﮓ ﻣﻘﺪس‬/ ‫ﺟﮭﺎد‬
holy war jahād ۷
to continue dawām kardan (‫دوام )ﮐﺮدن‬ ۸
forward dar maqābal ‫ در ﺑﺮاﺑﺮ‬،‫ ﻋﻠﯿﮫ‬/ ‫درﻣﻘﺎﺑﻞ‬ ۹
power vacuum xalā qadrat ‫ﺧﻼء ﻗﺪرت‬ ۱۰
warlord jangsālār ‫ﺟﻨﮕﺴﺎﻻر‬ ۱۱

mališa/šaba
local militia ‫ ﺷﺒﮫ ﻧﻈﺎﻣﯿﺎن‬/ ‫ﻣﻠﯿﺸﮫ‬ ۱۲
nazāmyān
getting full par šadan ‫ﭘﺮ ﺷﺪن‬ ۱۳
rival factions grup hāy raqib ‫ﮔﺮوپ ھﺎی رﻗﯿﺐ‬ ۱۴
establishment astaqrār ‫اﺳﺘﻘﺮار‬ ۱۵
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Activating Prior Knowledge
Activating prior knowledge is an essential strategy in listening comprehension that involves

using what a listener already knows about a topic to help them understand new information.
This strategy allows listeners to make connections between what they already know and what
they hear, which can aid in comprehending and retaining new information.
To activate prior knowledge, you may ask yourself questions about the topic, recall past
experiences or related information, or make predictions about what you expect to hear based
on your existing knowledge.
army ‫ ﻗﺸﻮن‬/ ‫ﻗﻮا‬
cause ‫ ﻣﻨﺠﺮ‬/ ‫ﺑﺎﻋﺚ‬
holy ‫ﻣﻘﺪس‬
‫ﺧﻼ‬
space
authority ‫ﻗﺪرت‬
to destroy (‫ ﮐﺮدن‬،‫ﺗﺨﺮﯾﺐ )ﺷﺪن‬
to fill (‫ ﮐﺮدن‬،‫ﭘﺮ )ﺷﺪن‬
rival ‫رﻗﯿﺐ‬
displacement (‫ ﮐﺮدن‬،‫ﺑﯽ ﺧﺎﻧﻤﺎن )ﺷﺪن‬
fundamentalist ‫ اﻓﺮاطﯽ‬/ ‫ﺑﻨﯿﺎد ﮔﺮا‬
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external ‫ﺧﺎرﺟﯽ‬
resistance ‫ﻣﻘﺎوﻣﺖ‬
intervention ‫ﻣﺪاﺧﻠﮫ‬
support (‫ ﮐﺮدن‬،‫ﺣﻤﺎﯾﺖ )ﺷﺪن‬
mujahid ‫ﻣﺠﺎھﺪ‬
to settle (‫ ﮐﺮدن‬،‫ھﻤﻮار )ﺷﺪن‬
statements.

The Soviet-Afghan War took place from 1979 to 1989. ‫ص‬
The Soviet Union invaded Afghanistan to support the communist
‫غ‬
government.
The Afghan resistance, or Mujahideen, received support from various
‫ص‬
countries, including the United States.
The Soviet Union withdrew its troops from Afghanistan after a 10 year
‫ص‬
invasion.
The war had a significant impact on Afghan society. ‫غ‬
The Afghan communist government led by Dr. Najibullah collapsed in
‫ص‬
1992.
Afghanistan experienced a civil war after the Soviet withdrawal. ‫غ‬
The conflict was between the Mujahedeen and the Taliban. ‫غ‬
The Taliban emerged as a militant group during the Afghan civil war. ‫ص‬
The wars in Afghanistan had a profound impact on the growth of Islamic
‫غ‬
fundamentalism in the region.
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The Collapse of the Afghan Communist Government in 1992
The collapse of the Afghan communist government/‫ ﺣﮑﻮﻣﺖ ﮐﻤﻮﻧﯿﺴﺘﯽ‬in 1992 resulted from
several key events, including the withdrawal of Soviet support, factionalism within the ruling
People's Democratic Party of Afghanistan (PDPA), and
the rise of the mujahideen insurgency/‫ ﺷﻮرش‬. After the
Soviet withdrawal in 1989, the PDPA struggled to
maintain control of the country, facing increasing
opposition from various factions, including former
PDPA members who had defected or were purged. The
government was further weakened by the collapse/
‫ ﻓﺮوﭘﺎﺷﯽ‬- ‫ ﺳﻘﻮط‬of the Soviet Union and the loss of its
economic and military support. In 1992, the
mujahideen, with the backing of regional powers,
launched a series of offensives that ultimately led to the
fall of the PDPA government. However, the victory was
short-lived, as the mujahideen factions soon turned on
each other, plunging/‫ ﻏﻮطﮫ ور ﺷﺪن‬the country into a
devastating civil war that lasted for years, with various
groups vying for power and control over territory. The
collapse of the communist government and the
subsequent civil war had far-reaching consequences for
Afghanistan, contributing to the rise of the Taliban and
the country's continued instability.
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Listen to the passage “The Decade of Foreign Intervention and Insurgency (1978-1996).” Then
choose two supporting ideas from the passage and complete the following organizational chart
for each idea. Provide supporting details and offer examples.
Main Idea: The Decade of Foreign Intervention and Insurgency (1978-1996).
Example: Example:
Learning Activity 7. Work with a partner or alone. Read the passage “The Decade of Foreign
Intervention and Insurgency (1980-1996)” and complete the following table by writing the part
of speech.
Singular Verb Pre/

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The Rise of the Taliban
The rise of the Taliban in the mid-1990s reflected/‫ ﻣﻨﻌﮑﺲ ﺷﺪه اﺳﺖ‬the political, social, and
economic conditions in Afghanistan at the time, including the power vacuum left by the collapse
of the communist government/‫ ﺣﮑﻮﻣﺖ ﮐﻤﻮﻧﯿﺴﺘﯽ‬and
the ongoing civil war. The Taliban emerged as a
force in the southern provinces of Afghanistan,
drawing support from conservative Pashtun
communities and presenting themselves as a solution
to the chaos and lawlessness that characterized/
‫ ﻣﺸﺨﺺ ﺷﺪه اﺳﺖ‬much of the country. Their strict
interpretation of Islamic law, including the
imposition of severe restrictions on women's rights
and the suppression /‫ ﺳﺮﮐﻮب‬of dissent, appealed to
some Afghans tired of years of conflict and
instability. The Taliban also benefited from the support of Pakistan, which saw them as a useful
ally in countering the influence of India and other regional powers in Afghanistan.
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Participles Followed by a Verb
In the Dari language, the participle represents a verb form that is used in multiple constructions,
frequently bearing an idiomatic sense. It is not precisely a tense, given that it is never the primary
verb in a sentence. The participle can be viewed as a part of the perfect tense, past perfect tense,
and perfect subjunctive. Additionally, the participle has its role in other grammatical structures,
which are presented later. The participle form of a verb is formed by adding a / ‫ ه‬to the past stem
of the verb.
English Complete Form A Past Stem Infinitive
[s/he] has gone ‫رﻓﺘﮫ‬ ‫ه‬ ‫رﻓﺖ‬ ‫رﻓﺘﻦ‬
English Dari
Standard Colloquial
the drunk tea -- ‫ﭼﺎی ﺧﻮرده ﺷﺪه‬
the elected leader -- ‫رھﺒﺮ اﻧﺘﺨﺎب ﺷﺪه‬
the unfinished work -- ‫ﮐﺎر ﺧﻼص ﻧﺸﺪه‬
Ali has gone. .‫ﻋﻠﯽ رﻓﺘﮫ اﺳﺖ‬ .‫ﻋﻠﯽ رﻓﺘﮫ‬
The tea has been drunk. .‫ﭼﺎی ﻧﻮﺷﯿﺪه ﺷﺪه اﺳﺖ‬ .‫ﭼﺎی ﺧﻮرده ﺷﺪه‬
The leader has been elected. .‫رھﺒﺮ اﻧﺘﺨﺎب ﺷﺪه اﺳﺖ‬ .‫رھﺒﺮ اﻧﺘﺨﺎب ﺷﺪه‬
The work has not been done. .‫ﮐﺎر ﺧﻼص ﻧﺸﺪه اﺳﺖ‬ .‫ﮐﺎر ﺧﻼص ﻧﺸﺪه‬
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In situations where a participle is followed by a verb, the participle is placed directly before the
main verb in a sentence. In this case, it indicates that one event occurred before another. The
main verb can appear in simple past or past perfect tenses.
See below:
Past Perfect Simple Past

.‫ﻋﻠﯽ ﺗﺮﺳﯿﺪه و ﻓﺮار ﮐﺮده‬ .‫ﻋﻠﯽ ﺗﺮﺳﯿﺪه و ﻓﺮار ﮐﺮد‬
Ali got scared and [then] has run away. Ali got scared and [then] ran away.
.‫ﻣﺎدرم ﻧﺎن ﭘﺨﺘﮫ و ﺑﮫ ﮐﺎر رﻓﺘﮫ‬ .‫ﻣﺎدرم ﻧﺎن ﭘﺨﺘﮫ و ﺑﮫ ﮐﺎر رﻓﺖ‬
My mom cooked food and has gone to work. My mom cooked food and went to work.
Participle with the Verb "‫"رﻓﺘﻦ‬
When a participle is succeeded by the verb 'raftan' (‫)رﻓﺘﻦ‬, which means 'to go', the phrase takes
on a distinct meaning of 'continuing to do X', with X being the action represented by the
participle. The main verb determines whether the action is occurring in the present or past tense.
Present Tense
Standard Colloquial
I keep trying. .‫ﮐﻮﺷﺶ ﮐﺮده ﻣﯿﺮوم‬ .‫ﮐﻮﺷﺶ ﮐﺮده ﻣﯿﺮم‬
You keep lying. .‫ﺷﻤﺎ دروغ ﮔﻔﺘﮫ ﻣﯿﺮوﯾﺪ‬ .‫ﺗﻮ دروغ ﮔﻔﺘﮫ ﻣﯿﺮی‬
The weather keeps getting warmer .‫ھﻮا روز ﺑﮫ روز ﮔﺮم ﺷﺪه ﻣﯿﺮود‬ .‫ھﻮا روز ﺑﮫ روز ﮔﺮم ﺷﺪه ﻣﯿﺮه‬
day by day.
Our money keeps finishing. .‫ﭘﻮل ﻣﺎ ﺧﻼص ﺷﺪه ﻣﯿﺮود‬ .‫ﭘﯿﺴﮫ ﻣﺎ ﺧﻼص ﺷﺪه ﻣﯿﺮه‬
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Past Tense
Standard Colloquial
I kept trying. .‫ﮐﻮﺷﺶ ﮐﺮده ﻣﯽ رﻓﺘﻢ‬ .‫ﮐﻮﺷﺶ ﮐﺮده ﻣﯿﺮﻓﺘُﻢ‬
You kept lying. .‫ﺷﻤﺎ دروغ ﮔﻔﺘﮫ ﻣﯿﺮﻓﺘﯿﺪ‬ .‫ﺗﻮ دروغ ﮔﻔﺘﮫ ﻣﯿﺮﻓﺘﯽ‬
The weather kept getting warmer .‫ھﻮا روز ﺑﮫ روز ﮔﺮم ﺷﺪه ﻣﯿﺮﻓﺖ‬ ‫ھﻮا روز ﺑﮫ روز ﮔﺮم ﺷﺪه‬
day by day. .‫ﻣﯿﺮﻓﺖ‬
Our money kept finishing. .‫ﭘﻮل ﻣﺎ ﺧﻼص ﺷﺪه ﻣﯿﺮﻓﺖ‬ .‫ﭘﯿﺴﮫ ﻣﺎ ﺧﻼص ﺷﺪه ﻣﯿﺮﻓﺖ‬
Participle with the Combined Verbs "‫"روان ﺑﻮدن‬
Sometimes, verbs (‫ )روان ﺑﻮدن‬are employed to convey meaning when using a participle. However,
this structure is typically found in colloquial Dari.
Present Tense
Standard Colloquial
I keep trying. .‫ﮐﻮﺷﺶ ﮐﺮده روان اﺳﺘﻢ‬ .‫ﮐﻮﺷﺶ ﮐﺮده روان اﺳﺘُﻢ‬
You keep lying. .‫ﺷﻤﺎ دروغ ﮔﻔﺘﮫ روان اﺳﺘﯿﺪ‬ .‫ﺗﻮ دروغ ﮔﻔﺘﮫ روان اﺳﺘﯽ‬
The weather keeps getting warmer ‫ھﻮا روز ﺑﮫ روز ﮔﺮم ﺷﺪه روان‬ ‫ھﻮا روز ﺑﮫ روز ﮔﺮم ﺷﺪه روان‬
day by day. .‫اﺳﺖ‬ .‫اس‬
Our money keeps finishing. .‫ﭘﻮل ﻣﺎ ﺧﻼص ﺷﺪه روان اﺳﺖ‬ .‫ﭘﯿﺴﮫ ﻣﺎ ﺧﻼص ﺷﺪه روان اس‬
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Past Tense
Standard Colloquial
I kept trying. -- .‫ﮐﻮﺷﺶ ﮐﺮده روان ﺑﻮدُم‬
You kept lying. .‫ﺷﻤﺎ دروغ ﮔﻔﺘﮫ ﺑﻮدﯾﺪ‬ .‫ﺗﻮ دروغ ﮔﻔﺘﮫ روان ﺑﻮدی‬
The weather kept getting warmer -- .‫ھﻮا روز ﺑﮫ روز ﮔﺮم ﺷﺪه روان ﺑﻮد‬
day by day.
Our money kept finishing. -- .‫ﭘﯿﺴﮫ ﻣﺎ ﺧﻼص ﺷﺪه روان ﺑﻮد‬
Participle with the Verb "‫"داﺷﺘﻦ‬
The third way to incorporate a participle in a sentence is with the use of a verb (‫ )داﺷﺘﻦ‬However,
this structure is typically found in formal Dari and is used less in colloquial conversation.
Present Tense
Standard Colloquial
I keep trying. .‫دارم ﮐﻮﺷﺶ ﻣﯿﮑﻨﻢ‬ .‫دار ُم ﮐﻮﺷﺶ ﻣﯿﮑﻨُﻢ‬
You keep lying. .‫ﺷﻤﺎ دارﯾﺪ دروغ ﻣﯿﮕﻮﯾﯿﺪ‬ .‫داری دروغ ﻣﯿﮕﯽ‬
The weather keeps getting warmer .‫ھﻮا داره روز ﺑﮫ روز ﮔﺮم ﻣﯿﺸﻮد‬ .‫ھﻮا داره روز ﺑﮫ روز ﮔﺮم ﻣﯿﺸﮫ‬
day by day.
Our money keeps finishing. .‫ﭘﻮل ﻣﺎ دارد ﺧﻼص ﻣﯿﺸﻮد‬ .‫ﭘﯿﺴﮫ ﻣﺎ داره ﺧﻼص ﻣﯿﺸﮫ‬
______________________________________________________________________________
Past Tense
Standard Colloquial
I kept trying. .‫داﺷﺘﻢ ﮐﻮﺷﺶ ﻣﯿﮑﺮدم‬ .‫داﺷﺘ ُﻢ ﮐﻮﺷﺶ ﻣﯿﮑﺪُم‬
You kept on lying. .‫ﺷﻤﺎ داﺷﺘﯿﺪ دروغ ﻣﯿﮕﻔﺘﯿﺪ‬ .‫ﺗﻮ داﺷﺘﯽ دروغ ﻣﯿﮕﻔﺘﯽ‬
The weather kept getting warmer -- ‫ھﻮا داﺷﺖ روز ﺑﮫ روز ﮔﺮم ﻣﯿﺸﺪ‬
day by day.
Our money kept finishing. -- .‫ﭘﯿﺴﮫ ﻣﺎ داﺷﺖ ﺧﻼص ﻣﯿﺸﺪ‬
I am on my way.
They were eating food when I came.
She keeps getting bigger.
I do not wear used clothing.
They kept complaining.
Learning Activity 9. Create 4-5 sentences using participle covered in this lesson.
______________________________________________________________________________
THE DECADE OF FOREIGN INTERVENTION AND INSURGENCY (1978-1996)
(۱۹۷۸-۱۹۹۶) ‫ﻣﺪاﺧﻠﮫ ﺧﺎرﺟﯽ و دھﮫ ﻣﻘﺎوﻣﺖ‬
● What were the historical and socio-political factors that led to the emergence of the
Taliban in Afghanistan?
with a partner.
● What factors contributed to the Taliban's rise to power in Afghanistan, and what were the
consequences of their rule on the country and the international community?
______________________________________________________________________________
‫‪K-W-L Chart‬‬
‫‪Use a K-W-L graphic organizer to activate your prior knowledge, set learning goals, and reflect‬‬
‫‪on what you have learned.‬‬
‫•‬ ‫‪The K column: In this column, write down what you already know about the topic. This‬‬
‫‪helps to activate prior knowledge and provides a starting point for further learning.‬‬
‫•‬ ‫‪The W column: In this column, write down what you want to know or questions you‬‬
‫‪have about the topic. This helps to set learning goals and encourages you to actively‬‬
‫‪seek out information.‬‬
‫•‬ ‫‪The L column: In this column, write down what you have learned after reading or‬‬
‫‪studying the topic. This helps to reflect on new information gained and reinforces the‬‬
‫‪learning process.‬‬
‫‪scaffolding, synonyms of some words are provided inside brackets. You can also look up some‬‬
‫‪words using an online dictionary.‬‬
‫‪The Emergence of the Taliban‬‬
‫ظﮭﻮر طﺎﻟﺒﺎن‬
‫طﺎﻟﺒﺎن در ﺳﺎل ‪ ۱۹۹۴‬در ﺟﻨﻮب اﻓﻐﺎﻧﺴﺘﺎن ظﮭﻮر ﮐﺮدﻧﺪ )ﺑﻮﺟﻮد آﻣﺪﻧﺪ(‪ .‬ﺣﺎﻣﯿﺎن )ﺣﻤﺎﯾﺖ ﮐﻨﻨﺪه ﮔﺎن( اﺻﻠﯽ آﻧﮭﺎ داﻧﺶ‬
‫آﻣﻮزان )ﺷﺎﮔﺮدان‪ ،‬طﺎﻟﺒﺎن( ﭘﺸﺘﻮن ﺑﻮدﻧﺪ ﮐﮫ در ﻣﺪارس ﻣﺬھﺒﯽ در ﭘﺎﮐﺴﺘﺎن ﺗﺤﺼﯿﻞ ﮐﺮده ﺑﻮدﻧﺪ‪ .‬اﯾﻦ ﮔﺮوه در اول ﺧﻮد را ﺑﮫ‬
‫ﻋﻨﻮان )ﻧﺎم( راه ﺣﻠﯽ ﺑﺮای ھﺮج و ﻣﺮج )ﺑﯿﻨﻈﻤﯽ‪ ،‬ﺑﯽ ﻗﺎﻧﻮﻧﯽ( ﮐﺸﻮر ﻣﻌﺮﻓﯽ ﮐﺮدﻧﺪ‪ .‬آﻧﮭﺎ ﺑﺎ وﺿﻊ )ﺗﻄﺒﯿﻖ( ﮐﺮدن )ﺗﻄﺒﯿﻖ(‬
‫ﻗﻮاﻧﯿﻦ ﺳﺨﺘﮕﯿﺮاﻧﮫ اﺳﻼﻣﯽ ﻣﻮرد ﻋﻼﻗﮫ ﻋﻨﺎﺻﺮ ﻣﺤﺎﻓﻈﮫ ﮐﺎر و اﺳﻼﻣﮕﺮا )اﻓﺮاطﯽ( در ﺟﺎﻣﻌﮫ اﻓﻐﺎﻧﺴﺘﺎن ﻗﺮار ﮔﺮﻓﺘﻨﺪ‪ .‬طﺎﻟﺒﺎن‬
‫ﺑﺎ ﺗﺼﺮف )ﻏﺼﺐ‪ ،‬ﮔﺮﻓﺘﻦ( ﻣﺮاﮐﺰ ﭼﻨﺪ ﺷﮭﺮ و وﻻﯾﺖ ﻣﮭﻢ از ﺟﻤﻠﮫ ﻗﻨﺪھﺎر و ﺑﺎ ﺣﻤﺎﯾﺖ ﺳﺎزﻣﺎن اطﻼﻋﺎت ﭘﺎﮐﺴﺘﺎن )آی اس‬
‫آی( ﻗﺪرت ﯾﺎﻓﺘﻨﺪ و ﺑﮫ ﻣﻮﻓﻘﯿﺖ ھﺎی ﭼﺸﻤﮕﯿﺮی )ﻗﺎﺑﻞ ﺗﻮﺟﮫ‪ ،‬ﻣﮭﻢ( در ﻣﺪت زﻣﺎن ﮐﻢ دﺳﺖ ﯾﺎﻓﺘﻨﺪ‪.‬‬
‫در ﺳﺎل ‪ ،۱۹۹۶‬طﺎﻟﺒﺎن ﮐﺎﺑﻞ را ﺗﺼﺮف ﮐﺮدﻧﺪ‪ ،‬دوﻟﺖ رﺋﯿﺲ ﺟﻤﮭﻮر ﺑﺮھﺎن اﻟﺪﯾﻦ رﺑﺎﻧﯽ را ﺳﺮﻧﮕﻮن ﮐﺮده )ﺳﻘﻮط دادن( و‬
‫اﻣﺎرت اﺳﻼﻣﯽ اﻓﻐﺎﻧﺴﺘﺎن را ﺗﺄﺳﯿﺲ ﮐﺮدﻧﺪ‪ .‬طﺎﻟﺒﺎن ﯾﮏ ﻧﺴﺨﮫ )ﺗﻌﺒﯿﺮ( ﺳﺨﺘﮕﯿﺮاﻧﮫ از ﺷﺮﯾﻌﺖ اﺳﻼﻣﯽ را ﺗﺤﻤﯿﻞ ﮐﺮدﻧﺪ ﮐﮫ‬
‫ﺷﺎﻣﻞ ﻣﺤﺪودﯾﺖ ھﺎی ﺷﺪﯾﺪ ﺑﺮای ﺣﻘﻮق زﻧﺎن‪ ،‬ﻣﻤﻨﻮﻋﯿﺖ ﻣﻮﺳﯿﻘﯽ‪ ،‬ﺗﻠﻮﯾﺰﯾﻮن و ﺳﺎﯾﺮ ﺳﺮﮔﺮﻣﯽ ھﺎ و ﺳﺮﮐﻮب )ازﺑﯿﻦ ﺑﺮدن‪،‬‬
‫ﺧﻔﮫ ﮐﺮدن( ﻣﺨﺎﻟﻔﺎن ﺑﻮد‪ .‬ﺣﮑﻮﻣﺖ ﺧﺸﻦ طﺎﻟﺒﺎن ﺑﺎ ﻧﻘﺾ ﺣﻘﻮق ﺑﺸﺮ‪ ،‬از ﺟﻤﻠﮫ ‪ ،‬ﺷﮑﻨﺠﮫ‪ ،‬و ﺗﺨﺮﯾﺐ ﻣﯿﺮاث ﻓﺮھﻨﮕﯽ ﻣﺎﻧﻨﺪ ﺑﺖ‬
‫ﺑﻮدای ﺑﺎﻣﯿﺎن‪ ،‬ھﻤﺮاه ﺑﻮد‪.‬‬
‫ﺑﮫ ﻗﺪرت رﺳﯿﺪن طﺎﻟﺒﺎن و ﺷﮑﻞ ﺣﮑﻮﻣﺖ ﺷﺎن ﺗﺄﺛﯿﺮ ﻋﻤﯿﻘﯽ ﺑﺮ اﻓﻐﺎﻧﺴﺘﺎن ﮔﺬاﺷﺖ و اﯾﻦ ﮐﺸﻮر را از ﺟﺎﻣﻌﮫ ﺟﮭﺎﻧﯽ ﻣﻨﺰوی‬
‫)ﺟﺪا( ﮐﺮد و ﺑﮫ رﺷﺪ ﺳﺎزﻣﺎن ھﺎی ﺗﺮورﯾﺴﺘﯽ ﺑﯿﻦ اﻟﻤﻠﻠﯽ ﻣﺎﻧﻨﺪ اﻟﻘﺎﻋﺪه ﮐﻤﮏ ﻧﻤﻮد‪.‬‬
‫______________________________________________________________________________‬
Reading Strategies
Summarization Exercise
What did you learn from this text?
Write a summary of the text using your own words focusing on the main ideas and key points.
Use bullet points, diagrams, or mind maps to help organize your thoughts. Then share your
summary with your peers or teacher and discuss any similarities or differences in your
understanding of the text.

The Taliban emerged as a significant force in southern Afghanistan in
1. ‫ص‬
1994.
Among the early supporters of the Taliban were Pashtun students who
2. ‫ص‬
had been educated in Pakistani madrasas.
In response to the chaos and lawlessness in Afghanistan, the Taliban
3. ‫ص‬
positioned themselves as a solution.
Contrary to appealing to liberal elements, the Taliban's strict
4. interpretation of Islamic law catered to conservative elements in Afghan ‫ص‬
society.
5. The ISI, Pakistan's intelligence agency, provided support to the Taliban. ‫ص‬
The diverse and often contradictory political landscape in Afghanistan,
6. marked by differing warlords and factions, facilitated the Taliban's ‫ص‬
military successes.
The Taliban captured Kabul in 1996 and established the Islamic Emirate
7. ‫ص‬
of Afghanistan.
The Taliban imposed strict restrictions on women's rights and prohibited
8. ‫ص‬
music, television, and other forms of entertainment.
The Taliban's ascension to power significantly contributed to
9. ‫ص‬
Afghanistan's isolation from the international community.
Notable features of the Taliban's rule were numerous human rights
10. ‫ص‬
abuses, including torture and the destruction of cultural heritage sites.
______________________________________________________________________________
Learning Activity 13. Work with a partner or alone. Read the article “The Emergence of the
Taliban” and complete the following table by writing the part of speech.
Singular Verb Pre/

discourse: What were the main factors that contributed to the rise of the Taliban in Afghanistan
during the period of 1996-2001, and how did their rule impact the country's political, economic,
and social development?
______________________________________________________________________________
nouns, etc.).
‫راه ﺣﻞ‬ ‫ﻣﺪارس اﺳﻼﻣﯽ‬ ‫ﺳﺨﺘﮕﯿﺮاﻧﮫ‬ ‫ﺣﺎﮐﻢ‬ ‫اﺳﺘﻘﺒﺎل ﮔﺮم‬
.‫ طﺎﻟﺒﺎن در اول ﺑﻨﺎم ــــــــــــــــــــــــ ﺑﺤﺮان ﺳﯿﺎﺳﯽ اﻓﻐﺎﻧﺴﺘﺎن ﻣﻌﺮﻓﯽ ﺷﺪﻧﺪ‬۱
.‫ ﺷﺎﮔﺮدان ــــــــــــــــــــــــــ از ﺣﺎﻣﯿﺎن اﺻﻠﯽ طﺎﻟﺒﺎن ﺑﺸﻤﺎر ﻣﯿﺮوﻧﺪ‬۲
.‫ در اﺑﺘﺪا طﺎﻟﺒﺎن ﺑﺎ ـــــــــــــــــــــــــ ﻣﺮدم روﺑﺮو ﺷﺪﻧﺪ‬۳
.‫ ﺗﻘﺮﯾﺒﺂ در ﺗﻤﺎم ﮐﺸﻮر ـــــــــــــــــ ﺑﻮدﻧﺪ‬۱۹۹۶ ‫ طﺎﻟﺒﺎن در ﺳﺎل‬۴
.‫ طﺎﻟﺒﺎن ﻗﻮاﻧﯿﻦ ــــــــــــــــــــــــ از ﺷﺮﯾﻌﺖ اﺳﻼﻣﯽ را در اﻓﻐﺎﻧﺴﺘﺎن ﺗﻄﺒﯿﻖ ﮐﺮدﻧﺪ‬۵
Key:
۵ ۴ ۳ ۲ ۱
‫ﺳﺨﺘﮕﯿﺮاﻧﮫ‬ ‫ﺣﺎﮐﻢ‬ ‫اﺳﺘﻘﺒﺎل ﮔﺮم‬ ‫ﻣﺪارس اﺳﻼﻣﯽ‬ ‫راه ﺣﻞ‬
Learning Activity 16. Refer to both the listening and reading passages in previous pages. Work
with a partner or alone. Write a short blog post in Dari on how Afghan insurgency evolved
during this period, and what were the key turning points? Use an online Dari/Persian dictionary
to look up some words.
______________________________________________________________________________
Learning Activity 17. Explore how the cultural background of Afghans has influenced their
readiness to resist foreign interventions. Write your findings in Dari.
Learning Activity 18. Work with a partner or alone. Discuss some of the key challenges that
emerged for Afghanistan in the aftermath of the Soviet withdrawal, and how did these challenges
contribute to the country's descent into civil war. Look up some information online to enhance
your knowledge.
______________________________________________________________________________
The Plights of Afghan Refugees
The decade of foreign intervention ‫ ﻣﺪاﺧﻠﮫ‬and insurgency ‫ ﻣﻘﺎوﻣﺖ‬،‫ ﺑﻐﺎوت‬in Afghanistan from
1980 to 1996 resulted in a massive wave of Afghan refugees, who fled the country in search of
safety and stability. During this period ‫ در طﻮل اﯾﻦ ﻣﺪت‬, millions of Afghans were displaced by
the conflict, with many seeking refuge in neighboring countries such as Pakistan and Iran. The
conditions in these refugee camps were often dire, with limited access to basic necessities such
as food, water, and healthcare. The prolonged ‫ طﻮﻻﻧﯽ‬nature of the conflict and the absence of a
clear endgame made it difficult for refugees to return home, and many remained in exile for
years or even decades ‫ دھﮫ‬. Even today, the effects of this mass displacement can be felt, with
many Afghan refugees still living in
precarious conditions in neighboring
countries or attempting to migrate to
Europe or other parts of the world.
The Afghan refugee crisis serves as a
stark reminder of the human cost of
conflict and the importance of
effective humanitarian ‫ﺑﺸﺮدوﺳﺘﺎﻧﮫ‬
response and refugee protection
mechanisms to address the needs of
displaced populations.
This Photo by Unknown Author is licensed under CC BY-NC-ND
Learning Activity 19. Research on the internet or brainstorm with your partner. Reflect on a
hypothetical: If you were a policy advisor during this period, how would you advise world
leaders to approach the Afghan situation? Write your findings in the following space:
______________________________________________________________________________
Learning Activity 20. Create an oral presentation in Dari to share what you have learned about
the decade of foreign intervention and insurgency in Afghanistan from 1979 to 1996 and the
factors that led to the emergence of the Taliban in the early 1990s. You may use images to
supplement your presentation.
DARI PROVERB
.‫زﻣﺴﺘﺎن ﻣﯿﺮود و روﺳﯿﺎھﯽ ﺑﮫ زﻏﺎل ﻣﯽ ﻣﺎﻧﺪ‬
.‫زﻣﺴﺘﺎن رﻓﺖ و روﺳﯿﺎھﯽ ﺑﮫ زﻏﺎل ﻣﺎﻧﺪ‬
Transliteration: zemestan mirawad wa roosiāhi be zoghāl mi mānd.

Transliteration: zemestan raft wa roosiāhi be zoghāl mānd.
Literal: Winter went/goes, but its blackness remained/remains on the face of the charcoal.
Meaning: Do not do things you will be ashamed of in the future. This Dari proverb serves as a
reminder to prioritize moral values, think about the long-term consequences of one's actions,
and to avoid any behavior that may lead to future regrets or shame.
______________________________________________________________________________

1. I can explain the significance of the Soviet-Afghan War as a conflict in
which the Soviet Union invaded Afghanistan to support the communist
government that had taken power in a 1978 coup.
2. I can describe how the Afghan resistance or mujahideen, backed by the
United States, Pakistan, Saudi Arabia, and other Muslim and Western
countries, fought against the Soviet Union.
3. I can discuss how the withdrawal of Soviet troops in 1989 led to a power
vacuum and descended Afghanistan into civil war that lasted until 1996.
4. I can explain how the civil war was marked by intense fighting between
rival factions and the targeting of civilians, which led to further destruction
and displacement.
5 I can describe how the rise of the Taliban in the mid-1990s was a response
to the chaos and violence of the civil war, and how they quickly gained
control of much of the country by imposing their strict interpretation of
Islam.
6 I can discuss the Taliban's rule after they captured Kabul, including severe
restrictions on women's rights, the banning of music and other forms of
entertainment, and the suppression of dissent, which contributed to the
country's isolation from the international community.
______________________________________________________________________________
Chapter Objectives:

regarding Afghan history (1960-1996).
across major time frames regarding Afghan history (1960-1996).
● Compare products and practices related to my own and other cultures.
______________________________________________________________________________
Topic: Afghan History (1960-1996)
Objective: Analyze various sources to understand significant cultural, economic, and

political developments in Afghanistan's history from 1960 to 1996.
Activity:
• Read scholarly articles, watch historical documentaries, or listen to lectures about
this period in Afghan history.
• What were the key social and economic reforms in the 1960s and 1970s?
• How did these reforms impact Afghanistan's culture and society?
• What were the reasons behind foreign intervention in the 1980s and early
1990s?
Assessment:
• A critical essay analyzing the evolution of the Afghan insurgency and the
emergence of the Taliban.
Objective: Discuss the influence of Afghanistan's historical, political, and cultural

relationships with neighboring countries on its national development and regional diplomacy.
Activity:
• Afghanistan's relationships with neighboring countries and their influence on
national development.
• Key turning points in the Afghan insurgency and foreign interventions.
Assessment:
• Participation in discussions, emphasizing your ability to articulate complex ideas and
support your arguments.
• Peer feedback on language use, historical understanding, and interaction skills.
Objective: Present a comprehensive understanding of Afghanistan's history from 1960 to

1996, focusing on cultural, economic, and political developments.
Activity:
• Prepare a detailed presentation covering:
• Significant developments in Afghan history during this period.
• The impact of social, economic, and political reforms.
• The evolution of regional diplomacy and international relations.
Assessment:
______________________________________________________________________________
• Self-evaluation focusing on presentation effectiveness and advanced language
proficiency.

Activity:
• Group discussion to synthesize learning and reflect on the complexities of Afghan
history.
Assessment:
Notes to Educators:
Select comprehensive and academically rigorous materials that provide a deep understanding of
this period in Afghan history. Encourage students to explore these topics with a critical eye,
recognizing the complexities and nuances of historical events.
______________________________________________________________________________
CHP 5. VOCABULARY

instability be sabāti ‫ﺑﯥ ﺛﺒﺎﺗﯽ‬
complex developments tahawalāt pečida ‫ﺗﺤﻮﻻت ﭘﯿﭽﯿﺪه‬
The Golden Age 'sr talāi ‫ﻋﺼﺮ طﻼﯾﯽ‬
development taraqi ‫ﺗﺮﻗﯽ‬
literate sawād ‫ﺳﻮاد‬
higher education institutions mosasāt ta'limāt 'āli ‫ﻣﻮﺳﺴﺎت ﺗﺤﺼﯿﻼت ﻋﺎﻟﯽ‬
to establish tāsis kardan ‫ ﺷﺪن‬/‫ﺗﺎﺳﯿﺲ ﮐﺮدن‬
industry san'at ‫ﺻﻨﻌﺖ‬
expand tawsa'a dādan ‫ﺗﻮﺳﻌﮫ دادن‬
social system sistam ajta ‫ﺳﯿﺴﺘﻢ اﺟﺘﻤﺎﻋﯽ‬
exchanges tağirāt ‫ﺗﻐﯿﯿﺮات‬
to ratify taswib kardan ‫ﺗﺼﻮﯾﺐ ﮐﺮدن‬
civil liberties āzādi madani ‫آزادی ﻣﺪﻧﯽ‬
coup kodatā/kodatā kardan ‫ ﮐﻮدﺗﺎ ﮐﺮدن‬/ ‫ﮐﻮدﺗﺎ‬
party hezb ‫ﺣﺰب‬
the army qwā ‫ﻗﻮا‬
destruction xarāb šadan/taxrib ‫ ﺗﺨﺮﯾﺐ‬/ ‫ﺧﺮاب ﺷﺪن‬
becoming homeless be xāna šadan ‫ ﺑﯿﺨﺎﻧﻤﺎن‬/ ‫ﺑﯽ ﺧﺎﻧﮫ ﺷﺪن‬
fundamentalism banyādgarāi ‫ﺑﻨﯿﺎدﮔﺮاﯾﯽ‬
resistance maqāwamatgarān ‫ﻣﻘﺎوﻣﺖ ﮔﺮان‬
exit xaruj ‫ﺧﺮوج‬
holy war jahād ‫ ﺟﻨﮓ ﻣﻘﺪس‬/ ‫ﺟﮭﺎد‬
to continue dawām kardan (‫دوام )ﮐﺮدن‬
forward dar maqābal ‫ در ﺑﺮاﺑﺮ‬،‫ ﻋﻠﯿﮫ‬/ ‫درﻣﻘﺎﺑﻞ‬
power vacuum xalā qadrat ‫ﺧﻼء ﻗﺪرت‬
warlord jangsālār ‫ﺟﻨﮕﺴﺎﻻر‬
local militia mališa/šaba nazāmyān ‫ ﺷﺒﮫ ﻧﻈﺎﻣﯿﺎن‬/ ‫ﻣﻠﯿﺸﮫ‬
getting full par šadan ‫ﭘﺮ ﺷﺪن‬
rival factions grup hāy raqib ‫ﮔﺮوپ ھﺎی رﻗﯿﺐ‬
establishment astaqrār ‫اﺳﺘﻘﺮار‬
______________________________________________________________________________
CHAPTER SIX
‫ﻓﺼﻞ ﺷﺸﻢ‬
AFGHAN HISTORY (1996-2023)
(۲۰۲۳-۱۹۹۶) ‫ﺗﺎرﯾﺦ اﻓﻐﺎﻧﺴﺘﺎن‬
______________________________________________________________________________
LEARNING OBJECTIVES

Chapter Objectives
● Understand the underlying message and most supporting details across major time frames in
Chapter Objectives
● Maintain discussions on a wide variety of familiar and unfamiliar concrete topics of personal
and general interest, and sometimes academic, social or professional topics, by using probing
questions and providing detailed responses across major time frames regarding Afghan
history (1996-2023).

written language.
Chapter Objectives
● Tell stories based on concrete experiences in academic, social, and professional topics of
interest, using organized paragraphs across major time frames regarding Afghan history
(1996-2023).
D. Intercultural:
● Interact: I can interact at a competent level in familiar and some unfamiliar contexts.
Chapter Objectives
● I can compare products and practices related to my own and other cultures.
______________________________________________________________________________
LESSON 1
‫درس اول‬
THE TALIBAN RULE AND ISOLATION (1996-2001)
(۱۹۹۶-۲۰۰۱) ‫ﺣﺎﮐﻤﯿﺖ طﺎﻟﺒﺎن و اﻧﺰوا‬
• How did natural disasters like droughts and floods worsen the situation for Afghans
during the Taliban's rule and isolation of Afghanistan, leading to widespread poverty
and hunger?
• What were the significant challenges faced by millions of Afghan refugees who fled
to neighboring countries, particularly Iran and Pakistan, during the Taliban's rule and
isolation of Afghanistan between 1996 and 2001, and how did they cope with the
harsh circumstances?
● What impact did the Taliban's oppressive policies have on Afghanistan's long-term social
and economic development?
______________________________________________________________________________
In this lesson, you will examine how the Taliban's regime and Afghanistan's isolation from the
world between 1996 and 2001 affected the Afghan people and the nation. Additionally, you will
explore the difficulties encountered by Afghan refugees who fled the country during that time.
end of the lesson (CHP 6. L 1. Lesson Learning Checklist).
______________________________________________________________________________
‫)‪THE TALIBAN RULE AND ISOLATION (1996-2001‬‬
‫ﺣﺎﮐﻤﯿﺖ طﺎﻟﺒﺎن و اﻧﺰوا )‪(۱۹۹۶-۲۰۰۱‬‬
‫‪inside brackets.‬‬
‫‪This Photo by Unknown Author is licensed under CC BY‬‬
‫)‪The Taliban Rule and Isolation (1996-2001‬‬
‫ﺣﺎﮐﻤﯿﺖ طﺎﻟﺒﺎن او اﻧﺰوا )‪(۲۰۰۱-۱۹۹۶‬‬
‫دوره ﺣﮑﻮﻣﺖ طﺎﻟﺒﺎن و اﻧﺰوای اﻓﻐﺎﻧﺴﺘﺎن )ﺟﺪاﯾﯽ اﻓﻐﺎﻧﺴﺘﺎن از ﺟﺎﻣﻌﮫ ﺑﯿﻦ اﻟﻤﻠﻠﯽ( ﺑﯿﻦ ﺳﺎلھﺎی ‪ ۱۹۹۶‬ﺗﺎ ‪ ۲۰۰۱‬ﯾﮏ دوره‬
‫ﻏﻢاﻧﮕﯿﺰ )ﻏﻤﮕﯿﻦ( ﺑﻮد ﮐﮫ ﺑﺎ اﺟﺮای )ﺗﻄﺒﯿﻖ( ﺳﺨﺘﮕﯿﺮاﻧﮫ ﺷﺮﯾﻌﺖ اﺳﻼﻣﯽ‪ ،‬ﺑﮫ ﺣﺎﺷﯿﮫ راﻧﺪن )ﺑﮫ ﮐﻨﺎر زدن‪ ،‬درو ﮐﺮدن( زﻧﺎن‬
‫و اﻗﻠﯿﺖھﺎ )اﻗﻮام ﻏﯿﺮ ﭘﺸﺘﻮن( و ﻧﻘﺾ )اﻧﮑﺎر( آزادی ھﺎی اﺳﺎﺳﯽ ھﻤﺮاه ﺑﻮد‪ .‬ﺗﻔﺴﯿﺮ ﺳﺨﺘﮕﯿﺮاﻧﮫ طﺎﻟﺒﺎن از ﺷﺮﯾﻌﺖ اﺳﻼﻣﯽ‪،‬‬
‫ھﻤﺮاه ﺑﺎ ﺳﯿﺎﺳﺖ ھﺎی آﻧﮭﺎ ﻋﻠﯿﮫ زﻧﺎن و اﻗﻠﯿﺖ ھﺎ‪ ،‬اﻧﺘﻘﺎدات )ﺷﮑﺎﯾﺖ ھﺎی( ﮔﺴﺘﺮده )زﯾﺎد( ﺑﯿﻦ اﻟﻤﻠﻠﯽ را ﺑﺮاﻧﮕﯿﺨﺘﮫ ﺑﻮد )ﺑﺎﻋﺚ‬
‫ﺷﺪه ﺑﻮد(‪ .‬ﺑﺴﯿﺎری از ﮐﺸﻮرھﺎ و ﺳﺎزﻣﺎن ھﺎی ﺑﯿﻦ اﻟﻤﻠﻠﯽ ﻣﺎﻧﻨﺪ اﯾﺎﻻت ﻣﺘﺤﺪه اﻣﺮﯾﮑﺎ و ﺳﺎزﻣﺎن ﻣﻠﻞ ﻣﺘﺤﺪ ﺗﺤﺮﯾﻢ )ﻣﻤﻨﻮﻋﯿﺖ(‬
‫ھﺎﯾﯽ را ﻋﻠﯿﮫ اﻓﻐﺎﻧﺴﺘﺎن اﻋﻤﺎل ﮐﺮدﻧﺪ )اﻧﺠﺎم دادﻧﺪ( و ﻓﺮﺻﺖ ھﺎی )اﻣﮑﺎﻧﺎت( ﺗﺠﺎری و ﺳﺮﻣﺎﯾﮫ ﮔﺬاری را ﻣﺤﺪود )ﮐﻢ(‬
‫ﺳﺎﺧﺘﻨﺪ‪.‬‬
‫ﺣﻤﺎﯾﺖ طﺎﻟﺒﺎن از ﮔﺮوه ھﺎی اﻓﺮاطﯽ ﻣﺎﻧﻨﺪ اﻟﻘﺎﻋﺪه ﺑﺎﻋﺚ اﻧﺰوای )ﺟﺪاﯾﯽ( ﺑﯿﺸﺘﺮ اﻓﻐﺎﻧﺴﺘﺎن از ﺟﺎﻣﻌﮫ ﺑﯿﻦ اﻟﻤﻠﻠﯽ ﺷﺪ‪ .‬ﻋﺪم ﺗﺤﻤﻞ‬
‫)ﺑﺮداﺷﺖ‪/‬ﺗﺤﻤﻞ ﻧﮑﺮدن( و ﺳﯿﺎﺳﺖ ھﺎی ﺗﻨﺪ )ﺳﺨﺖ و ﺷﺪﯾﺪ( آﻧﺎن ﻋﻠﯿﮫ زﻧﺎن ﺑﺎﻋﺚ ﺷﺪ ﺑﺴﯿﺎری از اﻓﺮاد ﺗﺤﺼﯿﻞ ﮐﺮده و ﻣﺎھﺮ‬
‫)ﭼﯿﺰﻓﮭﻢ( ﮐﺸﻮر را ﺗﺮک ﮐﻨﻨﺪ‪ .‬در ﻧﮭﺎﯾﺖ‪ ،‬ﮐﻨﺘﺮول طﺎﻟﺒﺎن ﺑﺮ ﺑﯿﺸﺘﺮ ﻗﻠﻤﺮو )ﺧﺎک( اﻓﻐﺎﻧﺴﺘﺎن و اﻣﺘﻨﺎع )اﻧﮑﺎر( آﻧﮭﺎ از ﻣﺬاﮐﺮه‬
‫)ﮔﻔﺘﮕﻮ( ﺻﻠﺢ ﺑﺎ ﮔﺮوهھﺎی ﻣﺨﺎﻟﻒ‪ ،‬ﺑﺮﺧﻮرد ﺟﺎﻣﻌﮫ ﺑﯿﻦاﻟﻤﻠﻠﯽ ﺑﺎ دوﻟﺖ اﻓﻐﺎﻧﺴﺘﺎن ﯾﺎﻓﺘﻦ راه ﺣﻞ دﯾﭙﻠﻤﺎﺗﯿﮏ ﺑﺮای درﮔﯿﺮیھﺎی‬
‫ﺟﺎری در ﮐﺸﻮر را دﺷﻮار )ﻣﺸﮑﻞ( ﺳﺎﺧﺘﮫ ﺑﻮد‪.‬‬
‫______________________________________________________________________________‬
‫ﻣﺮدم اﻓﻐﺎﻧﺴﺘﺎن در اﯾﻦ ﻣﺪت رﻧﺞ ﻗﺎﺑﻞ ﺗﻮﺟﮭﯽ را ﻣﺘﺤﻤﻞ ﺷﺪﻧﺪ‪ .‬اﻗﺘﺼﺎد ﺑﮫ دﻟﯿﻞ ﺗﺤﺮﯾﻢ ھﺎ و ﺳﯿﺎﺳﺖ ھﺎی ﻣﺤﺪود ﮐﻨﻨﺪه طﺎﻟﺒﺎن‬
‫آﺳﯿﺐ دﯾﺪ )ﺧﺮاب ﺷﺪ( و ﺑﻼ ھﺎی )آﻓﺎت( طﺒﯿﻌﯽ ﻣﺎﻧﻨﺪ ﺧﺸﮑﺴﺎﻟﯽ و ﺳﯿﻞ وﺿﻌﯿﺖ اﻗﺘﺼﺎدی ﻣﺮدم را ﺑﺪﺗﺮ ﮐﺮد و ﻣﻨﺠﺮ ﺑﮫ ﻓﻘﺮ‬
‫و ﮔﺮﺳﻨﮕﯽ ﮔﺴﺘﺮده ﺷﺪ‪.‬‬
‫ﺑﺎ وﺟﻮد ھﻤﮫ دﺷﻮاری ھﺎ‪ ،‬ﺑﺴﯿﺎری از اﻓﻐﺎن ھﺎ ﻣﻘﺎوﻣﺖ ﻗﺎﺑﻞ ﺗﻮﺟﮭﯽ از ﺧﻮد ﻧﺸﺎن داده اﻧﺪ و راه ھﺎﯾﯽ ﺑﺮای ﮐﻨﺎر آﻣﺪن )ﻣﻘﺎﺑﻠﮫ‬
‫ﮐﺮدن( ﺑﺎ ﺷﺮاﯾﻂ دﺷﻮار را ﺟﺴﺘﺠﻮ ﮐﺮدﻧﺪ‪ .‬ﻣﺮدم ﮔﺮوه ﮔﺮوه ﺑﺮای ﺣﻤﺎﯾﺖ از ﯾﮑﺪﯾﮕﺮ ﮔﺮد ھﻢ آﻣﺪﻧﺪ و ﮐﺴﺐ و ﮐﺎرھﺎی‬
‫ﮐﻮﭼﮏ ﺑﺸﮑﻞ ﻏﯿﺮرﺳﻤﯽ اداﻣﮫ ﯾﺎﻓﺖ‪.‬‬
‫ﺑﺎ اﯾﻦ ﺣﺎل‪ ،‬ﺣﺎﮐﻤﯿﺖ و اﻧﺰوای طﺎﻟﺒﺎن ﺗﺄﺛﯿﺮات ﮔﺴﺘﺮدهای ﺑﺮ اﻓﻐﺎﻧﺴﺘﺎن و ﮐﻞ )ھﻤﮫ‪ ،‬ﺗﻤﺎم( ﮐﺸﻮر داﺷﺖ‪ .‬اﯾﻦ دوره زﻣﺎﻧﯽ ﺑﮫ‬
‫ﭘﺎﯾﺎن رﺳﯿﺪ ﮐﮫ ﺟﺎﻣﻌﮫ ﺟﮭﺎﻧﯽ ﭘﺲ از ﺣﻮادث ‪ ۱۱‬ﺳﭙﺘﺎﻣﺒﺮ ‪ ۲۰۰۱‬ﺣﮑﻮﻣﺖ طﺎﻟﺒﺎن را ﺳﺮﻧﮕﻮن ﮐﺮد و راه را ﺑﺮای ﯾﮏ دور‬
‫ﺟﺪﯾﺪ ﺑﺎز ﮐﺮد‪.‬‬
‫‪Language and Culture Note 1.‬‬
‫‪The Taliban's Impact on Women's Rights in Afghanistan‬‬
‫‪The Taliban's rule between 1996 and 2001 had a‬‬

‫‪significant impact on the rights of Afghan women.‬‬
‫‪ strict rules that‬ﺗﺤﻤﯿﻞ ﺷﺪه اﺳﺖ‪The Taliban imposed/‬‬
‫‪forbade women from working, attending school, or‬‬
‫‪leaving their homes without a male relative. This led‬‬
‫‪ in women's education‬ﮐﺎھﺶ ﻣﯽ ﯾﺎﺑﺪ‪to a sharp decline/‬‬
‫‪and health, with many girls forced to drop out of‬‬
‫‪school and women denied access to healthcare. The‬‬
‫رﻓﺘﺎر‪Taliban's treatment/‬‬ ‫‪of women sparked‬‬
‫‪international outrage, and several countries imposed‬‬
‫‪sanctions on Afghanistan in response.‬‬
‫______________________________________________________________________________‬
isolation anzwā ‫اﻧﺰوا‬ ۱
sad ğamangez ‫ﻏﻢ اﻧﮕﯿﺰ‬ ۲
to apply ajrā/tatbiq kardan (‫ ﺗﻄﺒﯿﻖ )ﮐﺮدن‬/ ‫اﺟﺮا‬ ۳
minorities aqalyat hā ‫اﻗﻠﯿﺖ ھﺎ‬ ۴
marginalize ba hāšya rāndan ‫ﺑﮫ ﺣﺎﺷﯿﮫ راﻧﺪن‬ ۵
criticism antaqād ‫اﻧﺘﻘﺎد‬ ۶
boycott tahrim ‫ﺗﺤﺮﯾﻢ‬ ۷
organization sāzmān ‫ﺳﺎزﻣﺎن‬ ۸
limit mahdud kardan (‫ﻣﺤﺪود )ﮐﺮدن‬ ۹
investments sarmāya gazāri ‫ﺳﺮﻣﺎﯾﮫ ﮔﺬاری‬ ۱۰
opportunity farsat ‫ﻓﺮﺻﺖ‬ ۱۱
'd
intolerance ‫ﻋﺪم ﺗﺤﻤﻞ‬ ۱۲
am tahamal
flood sel ‫ﺳﯿﻞ‬ ۱۳
drought xošk sāli ‫ﺧﺸﮑﺴﺎﻟﯽ‬ ۱۴
bad temper balā taba'i ‫ﺑﻼ طﺒﻌﯽ‬ ۱۵
______________________________________________________________________________
Develop empathetic listening skills to understand and connect with the speaker's thoughts and
feelings. It is a way of listening that goes beyond simply hearing what the speaker is saying
but also trying to understand their perspective and empathize with their emotions. To be
empathetic, you must put aside your biases, judgments, and distractions and give your full
attention to the speaker. It involves asking questions, paraphrasing, and reflecting on what the
speaker is saying to ensure they feel heard and understood.
online dictionary.
sanctions ‫ﺗﺤﺮﯾﻢ ھﺎ‬
to apply (‫ﺗﻄﺒﯿﻖ )ﮐﺮدن‬
criticism (‫اﻧﺘﻘﺎد )ﮐﺮدن‬

‫ﻓﺮﺻﺖ داﺷﺘﻦ‬
have the opportunity
giving opportunity ‫ﻓﺮﺻﺖ دادن‬
to negotiate (‫ﻣﺬاﮐﺮه )ﮐﺮدن‬
to endure (‫ﻣﺘﺤﻤﻞ )ﺷﺪن‬
isolation ‫اﻧﺰوا‬
limit (‫ﻣﺤﺪود )ﮐﺮدن‬
organizations ‫ﺳﺎزﻣﺎن ھﺎ‬
______________________________________________________________________________
policy ‫ﭘﺎﻟﯿﺴﯽ‬
harmful ‫آﺳﯿﺐ‬
business ‫ﮐﺎر و ﺑﺎر‬
wide ‫ﮔﺴﺘﺮده‬
knock down (‫ﺳﺮﻧﮕﻮن )ﮐﺮدن‬
coming to an end ‫ﺑﮫ ﭘﺎﯾﺎن رﺳﯿﺪن‬
statements.

The Taliban rule and isolation of Afghanistan lasted from 1996 to 2005. ‫غ‬
The Taliban's interpretation of Islamic law did not attract criticism from the
‫غ‬
international community.
Sanctions imposed on Afghanistan by the United States and the United
‫غ‬
Nations did not affect trade and investment opportunities.
The Taliban supported extremist groups like Al Qaeda. ‫ص‬
The Taliban encouraged dissent and supported the rights of women. ‫غ‬
The Taliban's refusal to engage in peace talks with opposition groups made
‫غ‬
it easier for the international community to find a diplomatic solution.
The economy of Afghanistan was not affected by sanctions and restrictive
‫غ‬
policies during the Taliban rule.
Natural disasters like droughts and floods did not contribute to the
‫غ‬
worsening of poverty and hunger in Afghanistan.
The Afghan people did not demonstrate resilience during the Taliban rule. ‫غ‬
The Taliban rule and isolation of Afghanistan ended after the events of
‫ص‬
September 11, 2001.
______________________________________________________________________________
The Impact of the Taliban's Rule on Afghanistan's Economy
The Taliban's rule had a profound impact/‫ ﺗﺎﺛﯿﺮ ﻋﻤﯿﻖ‬on Afghanistan's economy. The group's
policies, which included a ban on opium
cultivation and a crackdown on trade, led to
a significant decline in the country's
economic output/‫ ﺧﺮوﺟﯽ اﻗﺘﺼﺎدی‬.
This, coupled with the isolation ‫ اﻧﺰوا‬of

Afghanistan from the international
community, created an economic crisis that
left many Afghans struggling to make ends
meet. The Taliban's regime relied on
funding from foreign sources, including
Pakistan, to sustain itself, but this support
was not enough to prevent a collapse of the economy.
______________________________________________________________________________
Listen to the passage “The Taliban Rule and Isolation (1996-2001).” Then choose two
supporting ideas from the passage and complete the following organizational chart for each idea.
Provide supporting details and offer examples.
Main Idea: The Taliban Rule and Isolation (1996-2001)
Example: Example:
Learning Activity 7. Work with a partner or alone. Read the passage “The Taliban Rule and
Isolation (1996-2001)” and complete the following table by writing the part of speech.

Pronoun Adjective
______________________________________________________________________________
The Taliban's Impact on Afghanistan's Cultural Heritage
The Taliban's rule had a devastating/‫وﯾﺮاﻧﮕﺮ‬

impact on Afghanistan's cultural heritage. The
group's policies, which included the destruction
of an ancient Buddha statue in Bamiyan,
sparked international outrage and led to a
significant loss of cultural artifacts/‫ آﺛﺎر ﻓﺮھﻨﮕﯽ‬.
The Taliban's regime also imposed strict rules

on music and art, leading to a decline in cultural
expression/‫ اﺻﻄﻼح‬. The fall of the Taliban
regime in 2001 offered hope for the preservation
and restoration of Afghanistan's cultural
heritage, but ongoing conflict and instability
have made this a challenging task.
Image Source: Wikipedia Minahatithan (uploader), CC BY-SA 4.0
______________________________________________________________________________
THE TALIBAN RULE AND ISOLATION (1996-2001)
(۱۹۹۶-۲۰۰۱) ‫ﺣﺎﮐﻤﯿﺖ طﺎﻟﺒﺎن و اﻧﺰوا‬
● What were the causes and consequences of the Afghan refugee crisis during the Taliban's
rule from 1996 to 2001?
with a partner.
● What are some major challenges refugees face in a host country, and how do they cope
with them?
______________________________________________________________________________
‫‪Generating Questions‬‬
‫‪Based on your preview of the text and your prior knowledge, come up with questions you have‬‬
‫‪about the text. What information do you want to learn? What aspects of the topic are you‬‬
‫?‪curious about‬‬
‫‪scaffolding, synonyms of some words are provided inside brackets. You can also look up words‬‬
‫‪using an online dictionary.‬‬
‫‪Refugee Crisis‬‬
‫ﺑﺤﺮان ﭘﻨﺎھﻨﺪﮔﺎن‬
‫در دوران ﺣﮑﻮﻣﺖ طﺎﻟﺒﺎن و اﻧﺰوای اﻓﻐﺎﻧﺴﺘﺎن ﺑﯿﻦ ﺳﺎل ھﺎی ‪ ۱۹۹۶‬ﺗﺎ ‪ ،۲۰۰۱‬ﻣﯿﻠﯿﻮن ھﺎ اﻓﻐﺎن ﺑﮫ ﮐﺸﻮرھﺎی ھﻤﺴﺎﯾﮫ ﺑﮫ وﯾﮋه‬
‫اﯾﺮان و ﭘﺎﮐﺴﺘﺎن ﻣﮭﺎﺟﺮت ﮐﺮدﻧﺪ‪.‬‬
‫ﺑﮫ اﺳﺎس ﮔﺰارش )راﭘﻮر( ﮐﻤﯿﺴﺎری ﻋﺎﻟﯽ ﺳﺎزﻣﺎن ﻣﻠﻞ ﻣﺘﺤﺪ در اﻣﻮر ﭘﻨﺎھﻨﺪﮔﺎن‪ ،‬ﺑﯿﻦ ﺳﺎل ھﺎی ‪ ۱۹۹۶‬ﺗﺎ ‪ ،۲۰۰۱‬ﺑﯿﺶ از ‪۶‬‬
‫ﻣﯿﻠﯿﻮن اﻓﻐﺎن آواره ﺷﺪه ﺑﻮدﻧﺪ ﮐﮫ ﺑﺰرﮔﺘﺮﯾﻦ ﺑﺤﺮان ﭘﻨﺎھﺠﻮﯾﺎن در ﺟﮭﺎن را ﺗﺸﮑﯿﻞ ﻣﯿﺪاد‪ .‬اﯾﻦ ﭘﻨﺎھﻨﺪﮔﺎن ﺑﺎ ﺗﻌﺪادی ﭼﺎﻟﺶ‬
‫)ﻣﺸﮑﻼت( ﻣﮭﻢ از ﺟﻤﻠﮫ دﺳﺘﺮﺳﯽ ﻧﺎﮐﺎﻓﯽ )ﮐﻢ( ﺑﮫ ﻏﺬا‪ ،‬آب آﺷﺎﻣﯿﺪﻧﯽ )ﺻﺤﯽ‪ ،‬ﻧﻮﺷﯿﺪﻧﯽ(‪ ،‬ﺳﺮﭘﻨﺎه )ﻣﺴﮑﻦ‪ ،‬ﺧﺎﻧﮫ( و ﻣﺮاﻗﺒﺖ‬
‫ھﺎی ﺻﺤﯽ )دﺳﺘﺮﺳﯽ ﺑﮫ داﮐﺘﺮ و دارو( ﻣﻮاﺟﮫ )روﺑﺮو( ﺑﻮدﻧﺪ‪.‬‬
‫در اﯾﺮان‪ ،‬ﺑﺴﯿﺎری از ﭘﻨﺎھﻨﺪﮔﺎن ﺑﺎ ﺗﺒﻌﯿﺾ ﻣﻮاﺟﮫ ﺑﻮدﻧﺪ و ﻣﻌﻤﻮﻵ دﺳﺘﺮﺳﯽ ﺑﮫ ﺧﺪﻣﺎت اوﻟﯿﮫ ﻧﺪاﺷﺘﻨﺪ‪ .‬در ھﻤﯿﻦ زﻣﺎن‪ ،‬دوﻟﺖ‬
‫ﭘﺎﮐﺴﺘﺎن ﻣﺤﺪودﯾﺖ ھﺎﯾﯽ را ﺑﺮ ﮔﺮدش و ﺣﻤﻞ و ﻧﻘﻞ ﭘﻨﺎھﺠﻮﯾﺎن وﺿﻊ ﮐﺮد و اﻓﺮادی را ﮐﮫ ﺑﮫ طﻮر ﻏﯿﺮﻗﺎﻧﻮﻧﯽ )ﺑﺪون وﯾﺰه(‬
‫وارد ﮐﺸﻮر ﻣﯽ ﺷﺪﻧﺪ‪ ،‬اﺧﺮاج ﻣﯿﮑﺮد‪.‬‬
‫ﺑﺎ وﺟﻮد اﯾﻦ ﻣﺸﮑﻼت‪ ،‬ﺑﺴﯿﺎری از ﭘﻨﺎھﺠﻮﯾﺎن اﻓﻐﺎن راه ھﺎﯾﯽ ﺑﺮای ﺣﻤﺎﯾﺖ از ﺧﻮد و ﺧﺎﻧﻮاده ھﺎﯾﺸﺎن از ﺟﻤﻠﮫ از طﺮﯾﻖ‬
‫ﻓﻌﺎﻟﯿﺖ ھﺎی اﻗﺘﺼﺎدی ﻏﯿﺮرﺳﻤﯽ ﭘﯿﺪا ﮐﺮده ﺑﻮدن‪ .‬ﺟﺎﻣﻌﮫ ﺑﯿﻦ اﻟﻤﻠﻠﯽ و ﺳﺎزﻣﺎن ھﺎی ﺑﺸﺮدوﺳﺘﺎﻧﮫ ھﻢ ﮐﻤﮏ ھﺎی ﻗﺎﺑﻞ ﺗﻮﺟﮭﯽ از‬
‫ﺟﻤﻠﮫ ﻏﺬا‪ ،‬ﺳﺮﭘﻨﺎه و ﻣﺮاﻗﺒﺖ ھﺎی ﺻﺤﯽ ﺑﮫ ﭘﻨﺎھﺠﻮﯾﺎن اﻓﻐﺎن در اﯾﺮان و ﭘﺎﮐﺴﺘﺎن اراﺋﮫ ﻣﯽ ﮐﺮدﻧﺪ‪ ،‬اﻣﺎ ﭼﺎﻟﺶ ھﺎی ﺑﺴﯿﺎری‬
‫ھﻤﭽﻨﺎن ﺑﺎﻗﯽ ﺑﻮد‪.‬‬
‫ﭘﺲ از ﺳﺮﻧﮕﻮﻧﯽ طﺎﻟﺒﺎن در ﺳﺎل ‪ ۲۰۰۱‬و روی ﮐﺎر آﻣﺪن دوﻟﺖ ﺟﺪﯾﺪ در اﻓﻐﺎﻧﺴﺘﺎن‪ ،‬وﺿﻌﯿﺖ ﭘﻨﺎھﻨﺪﮔﺎن اﻓﻐﺎن ﺗﺎ اﻧﺪازه در‬
‫ھﺮ دو ﮐﺸﻮر ﺑﮭﺒﻮد ﯾﺎﻓﺖ‪ .‬ﺗﻌﺪاد زﯾﺎدی از ﻣﮭﺎﺟﺮﯾﻦ ﺑﮫ وطﻦ ﺑﺮﮔﺸﺘﻨﺪ‪.‬‬
‫______________________________________________________________________________‬
Reading Strategies
Extending the Text
Research related topics or explore other sources to deepen your understanding of the subject
matter. What additional information can you find that expands on the ideas presented in the
text?

Millions of Afghans fled the country to neighboring countries during the
1. ‫ص‬
Taliban's rule.
The UNHCR reported that over 3 million Afghans were displaced
2. ‫غ‬
between 1996 and 2001.
Afghan refugees faced a range of challenges including inadequate access
3. ‫ص‬
to basic necessities.
In Iran, refugees faced no discrimination and had easy access to basic
4. ‫غ‬
services.
The Pakistani government welcomed refugees and allowed them free
5. ‫غ‬
movement within the country.
Many Afghan refugees found ways to support themselves and their
6. ‫ص‬
families through informal economic activities.
International organizations provided no assistance to Afghan refugees in
7. ‫غ‬
Iran and Pakistan.
The situation for Afghan refugees in both countries improved after the
8. ‫ص‬
fall of the Taliban.
A new government was established in Afghanistan after the fall of the
9. ‫ص‬
Taliban.
There were no significant challenges for Afghan refugees after the fall of
10. ‫غ‬
the Taliban.
______________________________________________________________________________
Learning Activity 11. Work with a partner or alone. Read the article “Refugee Crisis” and
Singular Verb Pre/

discourse: What are some of the ongoing challenges faced by Afghan refugees in neighboring
countries today, and what steps can be taken to address these challenges?
______________________________________________________________________________
once. Make sure to use the correct form of the words (i.e., verb, oblique form, singular/plural
form of nouns, etc.).
‫ﮐﺴﺐ و ﮐﺎر‬ ‫ﻧﻤﯿﺘﻮاﻧﺴﺘﻨﺪ‬ ‫طﺒﯽ‬ ‫اﻗﺘﺼﺎدی‬ ‫ﭘﻨﺎھﻨﺪه‬
.‫ ﺑﺴﯿﺎری ﻣﮭﺎﺟﺮﯾﻦ اﻓﻐﺎن ﺑﺎ ﻓﻌﺎﻟﯿﺖ ھﺎی ﻏﯿﺮ رﺳﻤﯽ ﺿﺮورﯾﺎت ________ ﺧﻮد را ﻣﺮﻓﻊ ﻣﯿﮑﺮدﻧﺪ‬.۱
.‫ ﺑﺴﯿﺎری از ﻣﮭﺎﺟﺮﯾﻦ اﻓﻐﺎن ____________ ﮐﮫ آزاد در ﮐﺸﻮر ھﺎی ﭘﺎﮐﺴﺘﺎن و اﯾﺮان روﻓﺖ و آﻣﺪ ﮐﻨﻨﺪ‬.۲
.‫ ﺑﺨﺎطﺮ ﺟﻨﮓ و ﻣﺸﮑﻼت اﻗﺘﺼﺎدی ﺑﺴﯿﺎری از اﻓﻐﺎن ھﺎ ___________ ﺷﺪﻧﺪ‬.۳
.‫ اﻓﻐﺎن ھﺎ در ﻣﮭﺎﺟﺮت ﺑﮫ ﺳﮭﻮﻟﺖ ھﺎی __________ درﺳﺘﺮﺳﯽ ﻗﺎﺑﻞ ﺗﻮﺟﮫ ﻧﺪاﺷﺘﻨﺪ‬.۴
‫ اﻓﻐﺎن ھﺎ ﺗﻮاﻧﺴﺘﻨﺪ ﮐﮫ ﺗﺎ اﻧﺪازه ای ﺿﺮورﯾﺎت اﻗﺘﺼﺎدی ﺧﻮد را ﺑﺎ_______________ ھﺎی‬،‫ﺑﺎ وﺟﻮد ھﻤﮫ ﻣﺸﮑﻼت‬
.‫ ﺷﺨﺼﯽ ﺣﻞ ﮐﻨﻨﺪ‬.۵
Key:
۵ ۴ ۳ ۲ ۱
‫ﮐﺴﺐ و ﮐﺎر‬ ‫طﺒﯽ‬ ‫ﭘﻨﺎھﻨﺪه‬ ‫ﻧﻤﯿﺘﻮاﻧﺴﺘﻨﺪ‬ ‫اﻗﺘﺼﺎدی‬
Learning Activity 14. Refer to both “The Taliban Rule and Isolation” and “Refugee Crisis”
passages. Work with a partner or alone. Write a short blog post in Dari highlighting the
significance of each article. Also, mention if anything in the passage has surprised you. Use an
______________________________________________________________________________
Learning Activity 15. Compare Afghan refugee crises with any other refugee community. What
similarities and differences do you notice? Write your findings in Dari.
Learning Activity 16. Work with a partner or alone. Describe the social and economic impacts
of the Taliban's rule and isolation policies on Afghanistan and its people between 1996 and
2001? Look up some information online to enhance your knowledge.
______________________________________________________________________________
Afghan Refugee Crises
The Taliban's rule and Afghanistan's isolation‫اﻧﺰوا‬

from the world between 1996 and 2001 led to a
significant increase in the number of Afghan refugees.
Many fled to neighboring countries, such as Pakistan
and Iran, to escape the Taliban's regime and the
economic crisis. Afghan refugees faced a range of
challenges, including discrimination ‫ ﺗﺒﻌﯿﺾ‬and
limited access to basic services. Many were forced to
live in overcrowded and unsanitary conditions, with
little access to healthcare‫ه‬, education, or employment
opportunities.
Learning Activity 17. Research on the internet or brainstorm with your partner. Think about the
legacy of this period: How have the years 1996-2001 shaped Afghanistan's subsequent two
decades? Reflect on the importance of understanding complex periods like this one to interpret
current global affairs. Write your findings in the following space:
______________________________________________________________________________
Learning Activity 18. Create an information sheet in Dari. Discuss how did the Taliban's
policies towards women during their rule and isolation of Afghanistan affect their social status
and rights?
______________________________________________________________________________
DARI PROVERB
.‫ﮔﻠﻢ )ﮔﻠﯿﻢ( ﺑﯿﮕﺎﻧﮫ ﺗﺎ ﻧﯿﻢ ﺷﺐ اﺳﺖ‬
Transliteration: galam beg āna tā nim šab ast.
Literal: The strangers’ rug is (only) until midnight.
Meaning: The metaphorical interpretation of this proverb is that when we borrow or use
something that belongs to someone else (the "strangers' rug"), we should be aware that it is not
a permanent arrangement. Just like a borrowed rug that is taken back by its owner at midnight,
we should expect that the borrowed item or favor will be returned to its rightful owner at some
point.
The proverb encourages people to be mindful of their temporary ownership of borrowed things
and not to become overly attached to or reliant on them. It serves as a reminder to respect the
belongings of others and to be prepared to let go when the time comes. Additionally, it implies
the importance of not taking advantage of someone else's generosity or hospitality, recognizing
that it is a privilege that may have an expiration.
This proverb is commonly used to teach the value of respecting others' belongings, being
grateful for their generosity, and understanding the boundaries of borrowing or using someone
else's possessions.
______________________________________________________________________________

I can understand the main ideas and key details of the text about the Taliban
rule and isolation of Afghanistan between 1996 and 2001, including the
1. impact of their oppressive policies towards women and minorities, the
imposition of Islamic law, and the resulting international sanctions and
refugee crisis.
I can make inferences about the impact of the Taliban's rule on
Afghanistan's economy, society, and international relations, including the
2.
challenges faced by Afghan refugees in neighboring countries and the
resilience demonstrated by Afghan communities during this difficult time.
I can express my opinions and reactions to the text about the Taliban rule
and isolation of Afghanistan between 1996 and 2001, including my feelings
3.
of empathy and concern for the Afghan people who endured significant
hardship during this time.
I can engage in conversations with others about the impact of the Taliban's
rule on Afghanistan and its people, including the challenges faced by
4.
Afghan refugees in neighboring countries and the efforts of the international
community and humanitarian organizations to provide assistance.
I can write a summary of the key ideas and details of the text about the
Taliban rule and isolation of Afghanistan between 1996 and 2001, including
5 the impact of their oppressive policies towards women and minorities, the
imposition of Islamic law, and the resulting international sanctions and
refugee crisis.
I can create a presentation about the impact of the Taliban's rule on
Afghanistan's economy, society, and international relations, including the
6 challenges faced by Afghan refugees in neighboring countries and the
resilience demonstrated by Afghan communities during this challenging
time.
______________________________________________________________________________
LESSON 2
‫دوھﻢ درس‬
THE ERA OF DEMOCRACY (2001-2023)
(۲۰۲۳-۲۰۲۱) ‫ﻋﺼﺮ دﯾﻤﻮﮐﺮاﺳﯽ‬
• How did the implementation of democratic institutions and processes impact the
political landscape of Afghanistan during this era?
• How has the Taliban's return affected the political and social landscape of
Afghanistan, particularly in relation to democracy?
This Photo by Unknown Author is licensed under CC BY-NC
● To what extent were the democratic gains made in Afghanistan during the 2001-2021 era
able to strengthen the country's institutions and build a sustainable democratic culture?
______________________________________________________________________________
In this lesson, you will analyze the key events and factors that shaped the era of democracy
(2001-2023) in Afghanistan, and evaluate its impact on the country's political, social, and
economic development.
end of the lesson (CHP 6. L 2. Lesson Learning Checklist).
______________________________________________________________________________
‫)‪THE ERA OF DEMOCRACY (2001-2023‬‬
‫ﻋﺼﺮ دﯾﻤﻮﮐﺮاﺳﯽ )‪(۲۰۲۳-۲۰۲۱‬‬
‫‪Learning Activity 1. As you listen to the passage about the era of democracy (2001-2021) in‬‬
‫‪Afghanistan. Write down key points, main ideas, or keywords to help you stay focused and‬‬
‫‪remember what you have heard. For scaffolding, synonyms of some words are provided inside‬‬
‫‪the brackets.‬‬
‫‪This Photo by Unknown Author is licensed under CC BY-SA‬‬
‫)‪The Era of Democracy (2001-2021‬‬
‫ﻋﺼﺮ دﯾﻤﻮﮐﺮاﺳﯽ )‪(۲۰۰۱-۲۰۲۱‬‬
‫دﻣﻮﮐﺮاﺳﯽ ﭘﺲ از ﺗﮭﺎﺟﻢ اﯾﺎﻻت ﻣﺘﺤﺪه ﺑﮫ اﻓﻐﺎﻧﺴﺘﺎن در ﺳﺎل ‪ ۲۰۰۱‬اﺣﯿﺎ ﺷﺪ‪ .‬ھﺪف آن ﺣﺬف )از ﺑﯿﻦ ﺑﺮدن( ﮔﺮوه اﻓﺮاطﯽ‬
‫طﺎﻟﺒﺎن از ﻗﺪرت و اﯾﺠﺎد )ﺑﻮﺟﻮد آوردن( دوﻟﺘﯽ ﺑﻮد ﮐﮫ در ﺑﺮاﺑﺮ ﺷﮭﺮوﻧﺪان ﺧﻮد ﭘﺎﺳﺨﮕﻮ )ﺟﻮاﺑﮕﻮ‪ ،‬ﻣﺴﺌﻮل( ﺑﺎﺷﺪ‪ .‬اﯾﻦ اﻣﺮ‬
‫ﻣﻨﺠﺮ ﺑﮫ اﯾﺠﺎد ﻗﺎﻧﻮن اﺳﺎﺳﯽ ﺟﺪﯾﺪ‪ ،‬ﻧﻈﺎم ﺟﻤﮭﻮری‪ ،‬ﻗﻮه ﻣﻘﻨﻨﮫ دو ﻣﺠﻠﺴﯽ )ﭘﺎرﻟﻤﺎن‪ ،‬ﻣﺠﻠﺲ ﻧﻤﺎﯾﻨﺪه ﮔﺎن و ﻣﺠﻠﺲ ﺳﻨﺎ(‪ ،‬ﻗﻮه‬
‫ﻗﻀﺎﺋﯿﮫ )ﻋﺪﻟﯿﮫ( ﻣﺴﺘﻘﻞ‪ ،‬ﻣﻄﺒﻮﻋﺎت آزاد و اﻧﺘﺨﺎﺑﺎت ﻣﻨﻈﻢ در ﺳﻄﻮح )ﺑﺨﺶ ھﺎی( ﻣﺤﻠﯽ و ﻣﻠﯽ ﺷﺪ‪.‬‬
‫ھﺪف از اﯾﻦ ﺗﻐﯿﯿﺮات ﺗﻘﻮﯾﺖ ﺟﺎﻣﻌﮫ ﻣﺪﻧﯽ و در ﻋﯿﻦ ﺣﺎل ارﺗﻘﺎی )ﺑﻠﻨﺪ ﺑﺮدن( ﺣﻘﻮق ﺑﺸﺮ‪ ،‬ﺣﺎﮐﻤﯿﺖ ﻗﺎﻧﻮن و ﺗﻮزﯾﻊ )ﺗﻘﺴﯿﻢ(‬
‫ﻋﺎدﻻﻧﮫ ﻣﻨﺎﺑﻊ و ﮐﺎھﺶ )ﮐﻢ ﮐﺮدن( ﻓﺴﺎد و اﺳﺘﺒﺪاد )ظﻠﻢ( در ﮐﺸﻮر ﺑﻮد‪ .‬ﺗﻄﺒﯿﻖ اﯾﻦ اﺻﻼﺣﺎت ﺗﺄﺛﯿﺮ ﻗﺎﺑﻞ ﺗﻮﺟﮭﯽ ﺑﺮ زﻧﺪﮔﯽ‬
‫اﻓﻐﺎن ھﺎ ﺑﮫ وﯾﮋه زﻧﺎن داﺷﺖ ﮐﮫ ﺑﺴﯿﺎری از ﺣﻘﻮق ﺧﻮد را ﺗﺤﺖ ﺣﺎﮐﻤﯿﺖ طﺎﻟﺒﺎن از ﻗﺒﯿﻞ ﺗﺤﺼﯿﻞ‪ ،‬ﮐﺎر و ﻣﺸﺎرﮐﺖ ﺳﯿﺎﺳﯽ از‬
‫دﺳﺖ داده ﺑﻮدﻧﺪ‪ .‬دوﻟﺖ ﺟﺪﯾﺪ ﺑﺮﻧﺎﻣﮫ ھﺎﯾﯽ را ﺑﺮای ﺑﮭﺒﻮد )ﺑﮭﺘﺮ ﺳﺎزی( ﺧﺪﻣﺎت ﺻﺤﯽ‪ ،‬آﻣﻮزش )ﺗﺤﺼﯿﻞ( و زﯾﺮﺳﺎﺧﺖ ھﺎ ﺑﮫ‬
‫ﻣﻨﻈﻮر ﺑﮭﺒﻮد ﺷﺮاﯾﻂ اﻗﺘﺼﺎدی و اﺟﺘﻤﺎﻋﯽ ﻣﺮدم ﻋﺎدی اﻓﻐﺎﻧﺴﺘﺎن اﯾﺠﺎد ﮐﺮد‪.‬‬
‫______________________________________________________________________________‬
‫ ﺑﺴﯿﺎری از اﻓﻐﺎنھﺎ و ﺟﺎﻣﻌﮫ ﺑﯿﻦاﻟﻤﻠﻠﯽ‬،‫ ﻓﺴﺎد و ﺧﺸﻮﻧﺖ ﻗﻮﻣﯽ‬،‫ﺑﺎ وﺟﻮد ﭼﺎﻟﺶ ھﺎی ﺟﺎری ﻣﺎﻧﻨﺪ ﺟﻨﮓ ﺑﺎ ﮔﺮوهھﺎی ﻣﺨﺎﻟﻒ‬
.‫ ﯾﮏ ﮔﺎم ﻣﺜﺒﺖ )ﻋﻤﻞ ﺧﻮب( و ﺑﮫ ﺟﻠﻮ ﺗﻠﻘﯽ )ﻓﮑﺮ( ﻣﯽ ﮐﺮدﻧﺪ‬۲۰۰۱-۲۰۲۱ ‫دوران دﻣﻮﮐﺮاﺗﯿﮏ ﺳﺎﻟﮭﺎی‬
‫ ﺑﺴﯿﺎری اﯾﻦ دﺳﺖ آورد ھﺎ را از ﺑﯿﻦ‬،(‫ ﺑﮫ اﯾﻦ ﺳﻮ )طﺮف‬۲۰۲۱ ‫ ﺑﺎزﮔﺸﺖ اﺧﯿﺮ طﺎﻟﺒﺎن و اﻧﺘﻘﺎل ﺳﯿﺎﺳﯽ از ﺳﺎل‬،‫ﺑﺎ اﯾﻦ ﺣﺎل‬
.‫ﺑﺮده و اﻓﻐﺎﻧﺴﺘﺎن را ﺑﺎر دﯾﮕﺮ ﺑﮫ ﯾﮏ آﯾﻨﺪه ﻧﺎﻣﻌﻠﻮم روﺑﺮو ﺳﺎﺧﺘﮫ اﺳﺖ‬
The Era of Democracy ( 2001-2021 )
The era of Democracy in Afghanistan was marked by significant achievements in various fields.
The establishment of a democratic system of governance in Afghanistan was a significant
accomplishment ‫ دﺳﺖ آورد‬, providing the Afghan people with the opportunity to participate in
the democratic process and elect their representatives. The Afghan constitution ‫ ﻗﺎﻧﻮن اﺳﺎﺳﯽ‬,
which was adopted in 2004, enshrined basic rights and freedoms for all citizens, including the
right to vote and freedom of speech. In the education sector, there was a significant increase in
school enrolment, with millions of children, including girls, receiving an education for the first
time. Afghanistan also saw significant improvements in healthcare, with the establishment‫ﺗﺎﺳﯿﺲ‬
of new hospitals and clinics across
the country, improving access to
healthcare services for millions of
people. Economic growth and
development were also achieved,
with the establishment of new
businesses and infrastructure ‫زﯾﺮﺑﻨﺎ‬
projects creating jobs and boosting
the economy. Despite the challenges
and setbacks, the era of Democracy in
Afghanistan made considerable
progress towards building a more
democratic, stable, and prosperous
country.
President Hamid Karzai at the 2011 Afghan Independence Day in Kabul
Image Source: Wikipedia By Master Sgt. Michael O'Connor
______________________________________________________________________________
regime ražim ‫رژﯾﻢ‬ ۱
aim / purpose hadaf ‫ھﺪف‬ ۲
republican jamhuri ‫ﺟﻤﮭﻮری‬ ۳
health services xadamāt sahi ‫ﺧﺪﻣﺎت ﺻﺤﯽ‬ ۴
create aijād kardan (‫اﯾﺠﺎد )ﮐﺮدن‬ ۵
citizens atbā'/šahrwandān ‫ ﺷﮭﺮوﻧﺪان‬،‫اﺗﺒﺎع‬ ۶
responsive pāsaxgo ‫ﭘﺎﺳﺨﮕﻮ‬ ۷
the system nazām ‫ﻧﻈﺎم‬ ۸
legislature maqanana qoa ‫ﻣﻘﻨﻨﮫ ﻗﻮه‬ ۹
political participation mašārakat syāsi ‫ﻣﺸﺎرﮐﺖ ﺳﯿﺎﺳﯽ‬ ۱۰
equal distribution toze' 'ādalāna ‫ﺗﻮزﯾﻊ ﻋﺎدﻻﻧﮫ‬ ۱۱
corruption fasād ‫ﻓﺴﺎد‬ ۱۲
tyranny astabdād ‫اﺳﺘﺒﺪاد‬ ۱۳
civil society jāma'a madani ‫ﺟﺎﻣﻌﮫ ﻣﺪﻧﯽ‬ ۱۴
______________________________________________________________________________
Develop empathetic listening skills to understand and connect with the speaker's thoughts and
feelings. It is a way of listening skill that goes beyond simply hearing what the speaker is
saying but also trying to understand their perspective and empathize with their emotions. To
be empathetic, you must put aside your biases, judgments, and distractions and give your full
attention to the speaker. It involves asking questions, paraphrasing, and reflecting on what the
speaker is saying to ensure they feel heard and understood.
regime ‫رژﯾﻢ‬
republic ‫ﺟﻤﮭﻮرﯾﺖ‬
political system ‫ﻧﻈﺎم ﺳﯿﺎﺳﯽ‬

‫ﻣﺸﺎرﮐﺖ ﺳﯿﺎﺳﯽ‬
political participation
corruption ‫ﻓﺴﺎد‬
civil society ‫ﺟﺎﻣﻌﮫ ﻣﺪﻧﯽ‬
international community ‫ﺟﺎﻣﻌﮫ ﺑﯿﻦ اﻟﻤﻠﻠﯽ‬
governance ‫ﺣﺎﮐﻤﯿﺖ‬
human rights ‫ﺣﻘﻮق ﺑﺸﺮی‬
inclusive government ‫ﺣﮑﻮﻣﺖ ھﻤﮫ ﺷﻤﻮل‬
______________________________________________________________________________
coming back ‫ﺑﺎزﮔﺸﺖ‬
governance ‫ﺣﺎﮐﻤﯿﺖ‬
resources ‫ﻣﻨﺎﺑﻊ‬
administrative
‫ﻓﺴﺎد اداری‬
corruption
personnel ‫ﭘﺮﺳﻮﻧﻞ‬
coalition forces ‫ﻗﻮا اﯾﺘﻼف‬
statements.

1 The Taliban took over Afghanistan in the mid-1990s. ‫ص‬
The establishment of a democratic government aimed to remove the
2 ‫ص‬
Taliban from power.
The new constitution established a presidential system of
3 ‫ص‬
government in Afghanistan.
The Afghan judiciary became independent after the democratic
4 ‫غ‬
reforms.
The Afghan press was allowed to operate freely under the
5 ‫ص‬
democratic government.
Regular elections were held at the national and local levels in
6 ‫ص‬
Afghanistan after the democratic reforms.
The democratic reforms aimed to empower civil society and reduce
7 ‫ص‬
corruption in Afghanistan.
Women in Afghanistan regained their lost rights under the Taliban
8 ‫ص‬
after the democratic reforms.
The government established programs to improve healthcare,
9 education, and infrastructure aimed at improving the economic and ‫ص‬
social conditions of ordinary Afghans.
The return of the Taliban and the political transition since 2021
10 ‫ص‬
threaten to undo the gains made in Afghanistan's democracy.
______________________________________________________________________________
Elections
Several presidential and parliamentary elections/

‫ اﻧﺘﺨﺎﺑﺎت ﭘﺎرﻟﻤﺎﻧﯽ‬marked the period between 2001
and 2021 in Afghanistan. The first presidential
election in Afghanistan was held in 2004, which
was followed by subsequent presidential elections
in 2009, 2014, and 2019. Similarly, parliamentary
elections were held in 2005, 2010, and 2018.
While allegations of fraud and irregularities/ ‫ﺑﯽ‬
‫ ﻧﻈﻤﯽ ھﺎ‬marred these elections, they represented a
significant step toward establishing a democratic
system of governance in Afghanistan. The
Afghan people had the opportunity/‫ ﻓﺮﺻﺖ‬to
participate in the democratic process and elect
Image: Wikimedia
their representatives.
In 2014, following a disputed presidential election, the formation of a unity government was
agreed upon between the two presidential candidates, Ashraf Ghani and Abdullah Abdullah.
The power-sharing agreement/‫ ﺗﻮاﻓﻖ ﻧﺎﻣﮫ اﺷﺘﺮاک ﮔﺬاری‬saw Ashraf Ghani elected as president while
Abdullah Abdullah was appointed as the chief executive officer of the government. The unity
government aimed to address the political crisis in the country and bring together different
factions and ethnic groups. However, the unity government faced several challenges, including
a deteriorating security situation, corruption, and disagreements between the two leaders.
______________________________________________________________________________
Listen to the passage “The Era of Democracy (2001-2021).” Then choose two supporting ideas
from the passage and complete the following organizational chart for each idea. Provide
Main Idea: The Era of Democracy (2001-2021)
Example: Example:
Learning Activity 7. Work with a partner or alone. Read the passage “The Era of Democracy
(2001-2021)” and complete the following table by writing part of speech.
Singular Verb Pre/

______________________________________________________________________________
THE ERA OF DEMOCRACY (2001-2023)
(۲۰۲۳-۲۰۲۱) ‫ﻋﺼﺮ دﯾﻤﻮﮐﺮاﺳﯽ‬
● What are the implications of the return of the Taliban and the subsequent political
transition from 2021 to 2023 for Afghanistan's stability, regional dynamics, and global
security?
This Photo by Unknown Author is licensed under CC BY-SA-NC
with a partner.
● What are the main factors that contributed to the rapid advancement of the Taliban in
2021?
● How did they leverage Afghan society's grievances and divisions to gain support from
local communities?
______________________________________________________________________________
‫‪Generating Questions‬‬
‫‪Based on your preview of the text and your prior knowledge, come up with questions you have‬‬
‫‪about the text. What information do you want to learn? What aspects of the topic are you‬‬
‫?‪curious about‬‬
‫‪scaffolding, synonyms of some words are provided inside brackets. You can also look up words‬‬
‫‪using an online dictionary.‬‬
‫‪The Return of the Taliban and Political Transition 2021- 2023‬‬

‫ﺑﺎزﮔﺸﺖ طﺎﻟﺒﺎن و اﻧﺘﻘﺎل ﺳﯿﺎﺳﯽ‪۲۰۰۱ – ۲۰۲۱‬‬
‫در ﺳﺎل ‪ ۲۰۲۰‬دوﻟﺖ اﻣﺮﯾﮑﺎ و طﺎﻟﺒﺎن ﺗﻮاﻓﻘﻨﺎﻣﮫ ﺻﻠﺢ دوﺣﮫ )ﭘﺎﯾﺘﺨﺖ ﻗﻄﺮ( را اﻣﻀﺎ ﮐﺮدﻧﺪ ﮐﮫ ﺑﮫ اﺳﺎس آن ﺗﻤﺎم ﻧﯿﺮو ھﺎی‬
‫اﻣﺮﯾﮑﺎﯾﯽ و ﻧﺎﺗﻮ از اﻓﻐﺎﻧﺴﺘﺎن ﺧﺎرج ﺷﺪﻧﺪ‪ .‬آﺧﺮی ﺳﺮﺑﺎز )ﻋﺴﮑﺮ( اﻣﺮﯾﮑﺎﯾﯽ در اﺧﯿﺮ ﻣﺎه اﮔﯿﺴﺖ ﺳﺎل ‪ ۲۰۲۱‬اﻓﻐﺎﻧﺴﺘﺎن ﺧﺎرج‬
‫را ﺗﺮک ﮐﺮد‪ .‬رھﺒﺮان ﺳﯿﺎﺳﯽ ﺑﺸﻤﻮل رﺋﯿﺲ ﺟﻤﮭﻮر اﺷﺮف ﻏﻨﯽ از اﻓﻐﺎﻧﺴﺘﺎن ﻓﺮار ﮐﺮدﻧﺪ‪ .‬طﺎﻟﺒﺎن در ظﺮف ﭼﻨﺪ ھﻔﺘﮫ‬
‫ﮐﻨﺘﺮول اﯾﻦ ﮐﺸﻮر را دوﺑﺎره ﺑﮫ دﺳﺖ ﮔﺮﻓﺘﻨﺪ‪ .‬دﻻﯾﻞ ﺗﻮﺳﻌﮫ ﺳﺮﯾﻊ آﻧﮭﺎ ﭘﯿﭽﯿﺪه )ﻣﻐﻠﻖ( اﺳﺖ‪ ،‬اﻣﺎ ﺿﻌﻒ دوﻟﺖ اﻓﻐﺎﻧﺴﺘﺎن‪ ،‬ﻓﺴﺎد‬
‫اداری و ﺧﺮوج ﻧﯿﺮوھﺎی آﻣﺮﯾﮑﺎﯾﯽ و ﻧﺎﺗﻮ از اﻓﻐﺎﻧﺴﺘﺎن ﻋﻮاﻣﻞ ﻣﮭﻤﯽ ﺑﻮدﻧﺪ ﮐﮫ طﺎﻟﺒﺎن را ﺑﺮای دوﺑﺎره ﺑﮫ ﻗﺪرت رﺳﯿﺪن ﮐﻤﮏ‬
‫ﮐﺮد‪.‬‬
‫اﮐﺜﺮ اﻓﻐﺎن ھﺎﯾﯽ ﮐﮫ در دو دھﮫ ﮔﺬﺷﺘﮫ ﺑﺎ دوﻟﺖ اﻓﻐﺎﻧﺴﺘﺎن ﯾﺎ ﻧﯿﺮوھﺎی اﺋﺘﻼف ﮐﺎر ﮐﺮده ﺑﻮدﻧﺪ در ﺷﺮاﯾﻂ ﺳﺨﺘﯽ ﻗﺮار داﺷﺘﻨﺪ‪.‬‬
‫ﺑﺮﺧﯽ از آﻧﮭﺎ از ﮐﺸﻮر ﺧﺎرج ﺷﺪن و ﯾﺎ در ﺣﺎل ﺧﺎرج ﺷﺪن اﺳﺘﻨﺪ‪.‬‬
‫ﺗﺎ ﮐﻨﻮن )‪ (۲۰۲۳‬دوﻟﺖ طﺎﻟﺒﺎن ﺑﮫ طﻮر رﺳﻤﯽ ﺗﻮﺳﻂ ﺟﺎﻣﻌﮫ ﺟﮭﺎﻧﯽ ﺑﮫ رﺳﻤﯿﺖ ﺷﻨﺎﺧﺘﮫ ﻧﺸﺪه اﺳﺖ‪ .‬ﺑﺴﯿﺎری از ﮐﺸﻮرھﺎ‬
‫ﺷﮭﺮوﻧﺪان و ﭘﺮﺳﻨﻞ دﯾﭙﻠﻤﺎﺗﯿﮏ ﺧﻮد را از اﻓﻐﺎﻧﺴﺘﺎن اﺧﺮاج ﮐﺮده اﻧﺪ‪.‬‬
‫در زﻣﺎن ﺣﮑﻮﻣﺖ طﺎﻟﺒﺎن‪ ،‬آﯾﻨﺪه اﻓﻐﺎﻧﺴﺘﺎن ﻧﺎﻣﺸﺨﺺ اﺳﺖ‪ .‬اﯾﻦ ﮔﺮوه ﻗﻮل داده اﺳﺖ ﮐﮫ ﯾﮏ دوﻟﺖ ﻓﺮاﮔﯿﺮ )ھﻤﮫ ﺷﻤﻮل( ﺑﺴﺎزد‬
‫و ﺑﮫ ﺣﻘﻮق ﺑﺸﺮ اﺣﺘﺮام ﺑﮕﺬارد‪ ،‬اﻣﺎ ﺑﺴﯿﺎری از اﻓﻐﺎن ھﺎ در اﯾﻦ ﻣﻮرد ﺗﺮدﯾﺪ دارﻧﺪ‪.‬‬
‫______________________________________________________________________________‬
Reading Strategies
Extending the Text
Research related topics or explore other sources to deepen your understanding of the subject
matter. What additional information can you find that expands on the ideas presented in the
text?

1. The Taliban's takeover of Afghanistan in 2021 was widely expected. ‫غ‬
The reasons for the Taliban's rapid advancement in Afghanistan are
2. ‫غ‬
straightforward.
The withdrawal of US and NATO troops had no impact on the Taliban's
3. ‫غ‬
takeover of Afghanistan.
The Taliban did not gain support from local communities during their
4. ‫غ‬
takeover of Afghanistan.
Afghans who worked with the Afghan government or coalition forces
5. ‫غ‬
during the past two decades are not facing any difficulties.
None of the Afghans who worked with the Afghan government or
6. ‫غ‬
coalition forces have managed to leave the country.
The Taliban government has been officially recognized by most
7. ‫غ‬
countries around the world.
The UN Security Council has not taken any action in response to the
8. ‫غ‬
situation in Afghanistan.
The Taliban has not made any promises to respect human rights or form
9. ‫غ‬
an inclusive government.
The situation in Afghanistan has become more stable since the Taliban's
10. ‫غ‬
takeover.
______________________________________________________________________________
Learning Activity 11. Work with a partner or alone. Read the article “The Return of the Taliban
and Political Transition 2021- 2023” and complete the following table by writing the part of
speech.
Singular Verb Pre/

The US–Taliban deal or the Doha Agreement
The Taliban-US Doha, Qatar agreement was a landmark/‫ ﻧﻘﻄﮫ ﻋﻄﻒ‬agreement signed in February
2020 between the Taliban and the United States government. The agreement aimed to end the
long-standing conflict/‫ ﺗﻌﺎرض‬in Afghanistan and pave the way for a political settlement between
the Afghan government and the Taliban. Under the terms of the agreement, the United States
agreed to withdraw its troops from Afghanistan, while the Taliban agreed to prevent terrorist
groups from using Afghan soil to launch attacks against the United States and its allies.
The agreement also called for the release of Taliban

prisoners/‫ زﻧﺪاﻧﯿﺎن‬and the start of intra-Afghan peace
talks. While the agreement was seen as a significant
step towards ending the conflict, it has been
criticized by some for its lack of inclusivity, as the
Afghan government was not directly involved in the
negotiations. The agreement also did not address
many of the underlying issues that have fueled the
conflict in Afghanistan, such as corruption, poverty,
and ethnic tensions/‫ ﺗﻨﺶ ھﺎی ﻗﻮﻣﯽ‬.
This Photo by Unknown Author is licensed under CC BY-SA
______________________________________________________________________________
discourse: What measures can the international community take to support the Afghan people
and ensure that their human rights are protected under the Taliban's rule?
nouns, etc.).
‫ﻣﻌﺎھﺪه‬ ‫ﻗﻮای ﺧﺎرﺟﯽ‬ ‫اﻣﻀﺎ‬ ‫ھﻤﮫ ﺷﻤﻮل‬ ‫ﺿﻌﻒ‬
.‫ ﯾﮑﯽ از دﻻﯾﻞ ﻣﻮﻓﻘﯿﺖ ﺳﺮﯾﻊ طﺎﻟﺒﺎن ﺧﺎرج ﺷﺪن ـــــــــــــــــــــــــ از اﻓﻐﺎﻧﺴﺘﺎن ﺑﻮد‬.۱
.‫ ﺑﯿﻦ طﺎﻟﺒﺎن و اﻣﺮﯾﮑﺎ ـــــــــــــــــــ ﺷﺪ‬۲۰۲۰ ‫ ﻗﺮاداد ﺻﻠﺢ در ﺳﺎل‬.۲
.‫ دﻟﯿﻞ دﯾﮕﺮ ﮐﺎﻣﯿﺎﺑﯽ ﺑﯽ درﻧﮓ طﺎﻟﺒﺎن ـــــــــــــــ دوﻟﺖ اﺷﺮف ﻏﻨﯽ ﺑﻮد‬.۳
.‫ ــــــــــــــــــــــــــ ﺻﻠﺢ ﺑﯿﻦ طﺎﻟﺒﺎن و اﻣﺮﯾﮑﺎﯾﯽ ھﺎ ﺑﺎﻋﺚ ﺷﺪ ﮐﮫ ﻗﻮای ﺧﺎرﺟﯽ از اﻓﻐﺎﻧﺴﺘﺎن ﺧﺎرج ﺷﻮﻧﺪ‬.۴
.‫ طﺎﻟﺒﺎن وﻋﺪه ﮐﺮده اﻧﺪ ﮐﮫ ﺣﮑﻮﻣﺖ ــــــــــــــــــــــــــــ را در اﻓﻐﺎﻧﺴﺘﺎن ﻣﯽ ﺳﺎزﻧﺪ‬.۵
Key:
۵ ۴ ۳ ۲ ۱
‫ھﻤﮫ ﺷﻤﻮل‬ ‫ﻣﻌﺎھﺪه‬ ‫ﺿﻌﻒ‬ ‫اﻣﻀﺎ‬ ‫ﻗﻮای ﺧﺎرﺟﯽ‬
______________________________________________________________________________
Learning Activity 14. Refer to both “The Era of Democracy” and “The Return of the Taliban”
passages. Work with a partner or alone. Write a short blog post in Dari highlighting the
significance of each article. Also, mention if anything in the passage has surprised you. Use an
Learning Activity 15. Compare Afghanistan’s political situation between 2001-2021 with a
political situation that occurred in a country of your choice. What similarities and differences do
you notice? Write your findings in Dari.
______________________________________________________________________________
2021 Kabul Airlift
After the Taliban took control of Afghanistan in August 2021, there was a frantic/‫از ﮐﻮره در رﻓﺘﮫ‬
effort to evacuate foreign nationals and Afghan citizens who feared persecution under the new
regime. The evacuation effort involved multiple countries and organizations/‫ﺳﺎزﻣﺎن ھﺎی‬,
including the United States, NATO, and the United Nations. Thousands of people were airlifted
out of Kabul Airport in a matter of days, but many were left behind due to the chaotic and
dangerous conditions. Since then, Afghan refugees have faced challenges, including difficulties
in finding shelter, food, and medical care. Many have also been subject to discrimination/‫ﺗﺒﻌﯿﺾ‬
and violence, both in Afghanistan and in neighboring countries where they have sought refuge.
The situation has been particularly difficult for women, who have faced restrictions on their
movement. Despite the efforts of governments and aid organizations to provide assistance, the
plight of Afghan refugees remains a humanitarian crisis, and many are still in need of urgent
support.
Image: Wikipedia: By U.S. Marine Corps photo by Sgt. Samuel Ruiz
______________________________________________________________________________
Learning Activity 16. Work with a partner or alone. Describe the challenges that the Afghan
government faced during 2001-2021 in its attempts to establish a functioning democratic system
in the country. Look up some information online to enhance your knowledge.
Learning Activity 17. Research on the internet or brainstorm with your partner. Explore
Afghanistan's attempts at democratization post-2001, understanding the challenges,
achievements, and the interplay of local and global forces in shaping this era. Write your
findings in the following space:
______________________________________________________________________________
Learning Activity 18. Create an oral presentation in Dari and discuss how the Taliban's return
affected the political and social landscape of Afghanistan, particularly in relation to democracy.
DARI PROVERB
‫ زﻣﯿﻦ ﺳﺨﺖ‬،‫آﺳﻤﺎن دور‬
Transliteration: āsmān dur zamin saxt.
Literal: The sky is far, the earth hard.
Meaning: In Afghan culture, it is used to describe situations that are difficult or nearly
impossible to navigate - you can neither reach the sky because it's too far, nor can you dig into
the ground because it's too hard. This saying is generally used to represent a challenging
situation with seemingly no solution.
______________________________________________________________________________
I can identify the main goal of the establishment of a democratic

1. government in Afghanistan in 2001 and its intended impact on the lives of
Afghans, especially women.
I can infer from the text that the recent political transition in Afghanistan,
2. particularly the Taliban's takeover, has jeopardized the progress made
towards democracy and human rights in the country.
I can express my opinion about the impact of the democratic era in

3.
Afghanistan and how recent events have affected the country's future.
I can ask a native speaker from Afghanistan about their personal

4. experiences during the democratic era and how they feel about the current
situation in their country.
I can deliver a presentation summarizing the establishment of a democratic
5 government in Afghanistan in 2001 and its intended impact on human
rights, the rule of law, and equitable distribution of resources in the country.
I can write an essay discussing the importance of supporting the Afghan
6 people and promoting democracy and human rights in Afghanistan, despite
ongoing challenges and political instability.
______________________________________________________________________________
Chapter Objectives:
about Afghan history (1996-2023).
• Exchange information in conversations about Afghan history (1996-2023) that I have

researched, using minimally cohesive paragraphs, and asking a variety of questions, often
across various time frames.
• Give a detailed presentation on Afghan history (1996-2023) that I have researched, using a
• Explain how the cultural background of Afghans has influenced their readiness to resist
foreign interventions.
______________________________________________________________________________
Topic: Afghan History (1996-2023)
Objective: Analyze various sources to understand the impact of natural disasters, the Afghan
refugee crisis, and political changes in Afghanistan from 1996 to 2023.
Activity:
• Read scholarly articles, watch documentaries, or listen to lectures about this period in
Afghan history.
• How did natural disasters worsen the situation in Afghanistan during the
Taliban's rule?
• What challenges did Afghan refugees face, and how did they cope?
• What were the causes and consequences of the Afghan refugee crisis?
Assessment:
• A critical essay on the implementation and impact of democratic institutions in
Afghanistan.
Objective: Discuss the political and social changes in Afghanistan, particularly focusing on
the Taliban's return and its implications.
Activity:
• The impact of the Taliban's return on Afghanistan's political and social
landscape.
• The evolution of democracy in Afghanistan and its challenges.
Assessment:
• Participation in discussions, emphasizing your ability to articulate complex ideas and
support your arguments.
• Peer feedback on language use, historical understanding, and interaction skills.
Objective: Present a comprehensive understanding of Afghanistan's history from 1996 to

2023, focusing on political, social, and humanitarian aspects.
Activity:
• Prepare a detailed presentation covering:
• The effects of natural disasters and the Taliban's rule on Afghan society.
• The experiences of Afghan refugees and the refugee crisis.
• The impact of democratic processes and the Taliban's return.
Assessment:
______________________________________________________________________________
• Self-evaluation focusing on presentation effectiveness and advanced language
proficiency.

Activity:
• Group discussion to synthesize learning and reflect on the complexities of recent
Afghan history.
Assessment:
Notes to Educators:
Select comprehensive and current materials that provide a deep understanding of this period in
Afghan history, including recent developments. Encourage students to explore these topics with
a critical eye, recognizing the complexities and nuances of historical events.
______________________________________________________________________________
CHP 6. VOCABULARY

isolation anzwā ‫اﻧﺰوا‬
sad ğamangez ‫ﻏﻢ اﻧﮕﯿﺰ‬
to apply ajrā/tatbiq kardan (‫ ﺗﻄﺒﯿﻖ )ﮐﺮدن‬/ ‫اﺟﺮا‬
minorities aqalyat hā ‫اﻗﻠﯿﺖ ھﺎ‬
marginalize ba hāšya rāndan ‫ﺑﮫ ﺣﺎﺷﯿﮫ راﻧﺪن‬
criticism antaqād ‫اﻧﺘﻘﺎد‬
boycott tahrim ‫ﺗﺤﺮﯾﻢ‬
organization sāzmān ‫ﺳﺎزﻣﺎن‬
limit mahdud kardan (‫ﻣﺤﺪود )ﮐﺮدن‬
investments sarmāya gazāri ‫ﺳﺮﻣﺎﯾﮫ ﮔﺬاری‬
opportunity farsat ‫ﻓﺮﺻﺖ‬
intolerance 'dam tahamal ‫ﻋﺪم ﺗﺤﻤﻞ‬
flood sel ‫ﺳﯿﻞ‬
drought xošk sāli ‫ﺧﺸﮑﺴﺎﻟﯽ‬
bad temper balā taba'i ‫ﺑﻼ طﺒﻌﯽ‬
regime ražim ‫رژﯾﻢ‬
aim / purpose hadaf ‫ھﺪف‬
republican jamhuri ‫ﺟﻤﮭﻮری‬
health services xadamāt sahi ‫ﺧﺪﻣﺎت ﺻﺤﯽ‬
regime ražim ‫رژﯾﻢ‬
aim / purpose hadaf ‫ھﺪف‬
republican jamhuri ‫ﺟﻤﮭﻮری‬
health services xadamāt sahi ‫ﺧﺪﻣﺎت ﺻﺤﯽ‬
create aijād kardan (‫اﯾﺠﺎد )ﮐﺮدن‬
citizens atbā'/šahrwandān ‫ ﺷﮭﺮوﻧﺪان‬،‫اﺗﺒﺎع‬
responsive pāsaxgo ‫ﭘﺎﺳﺨﮕﻮ‬
the system nazām ‫ﻧﻈﺎم‬
legislature maqanana qoa ‫ﻣﻘﻨﻨﮫ ﻗﻮه‬
political participation mašārakat syāsi ‫ﻣﺸﺎرﮐﺖ ﺳﯿﺎﺳﯽ‬
equal distribution toze' 'ādalāna ‫ﺗﻮزﯾﻊ ﻋﺎدﻻﻧﮫ‬
corruption fasād ‫ﻓﺴﺎد‬
tyranny astabdād ‫اﺳﺘﺒﺪاد‬
civil society jāma'a madani ‫ﺟﺎﻣﻌﮫ ﻣﺪﻧﯽ‬
______________________________________________________________________________

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Cover page

Grounded in respected educational frameworks like Bloom's Taxonomy and Mezirow's

THE DARI LANGUAGE: AN OVERVIEW OF SPEAKERS, CHARACTERISTICS, AND

HOW TO USE THE TEXTBOOK

Maximizing Learning Experience:

To fully engage with the material, learners must:

• Seek external resources to enrich understanding.

For optimal results, learners must:

2. Focus of the Lesson:

3. Exchanges (text and audio dialogues):

4. Language and Culture Notes:

5. Vocabulary Preparation (audio & transliteration):

6. Multiple Learning Activities:

9. Critical and Higher-Order Thinking Tasks:

10. Theme-Related Proverb:

11. Can-Do Statements/Self-Assessment:

12. Review of the Chapter:

13. Interactive Learning:

This book enhances learning with interactive vocabulary preparation

NOTE TO THE INSTRUCTOR

3. Structured Progression: Encourage learners to progress sequentially from novice to

Chapter Themes Functions Structure Skills and Critical Thinking

© Language Mentors International, 2023 vii

© Language Mentors International, 2023 viii

Lesson 2 Analyze the impact • Participles • Activating Examining

© Language Mentors International, 2023 ix

CHAPTER ONE: ETHNIC GROUPS IN AFGHANISTAN ................................................... 1

ETHNIC GROUPS IN AFGHANISTAN

I. NCSSFL-ACTFL CAN-DO STATEMENTS PROFICIENCY BENCHMARKS (From:

ADVANCED PROFICIENCY BENCHMARK

B. Interpersonal Mode: I can participate in spontaneous spoken and written conversations on

C. Presentational: I can communicate information, make presentations, and express my

● Interact: I can interact at a functional level in some familiar context.

AFGHANISTAN ETHNIC GROUPS

CHP 1. L 1. ESSENTIAL QUESTIONS

● What are major ethnic groups in Afghanistan?

‫‪I.‬‬ ‫‪COLLOQUIAL LANGUAGE‬‬ ‫‪ .۱‬زﺑﺎن ﻋﺎﻣﯿﺎﻧﮫ‬

‫‪Non-Pashtun Ethnic Groups in Afghanistan - Part I‬‬

‫اﻗﻮام ﻏﯿﺮ ﭘﺸﺘﻮن در اﻓﻐﺎﻧﺴﺘﺎن‬

Language and Culture Note 1.

Tajiks are a Persian-speaking ethnic group living primarily in

English Transliteration ‫دری‬

people mardam ‫ﻣﺮدم‬ ۱

divide taqsim kardan ‫ ﺷﺪن‬/ ‫ﺗﻘﺴﯿﻢ ﮐﺮدن‬ ۲

society ajtaā' ‫اﺟﺘﻤﺎع‬ ۳

being called nāmida šadan ‫ﻧﺎﻣﯿﺪه ﺷﺪن‬ ۴

to be different faqdāštan ‫ﻓﺮق داﺷﺘﻦ‬ ۵

each part baxš baxš ‫ﺑﺨﺶ ﺑﺨﺶ‬ ۶

social life zadagi ajtamā'i ‫زﻧﺪه ﮔﯽ اﺟﺘﻤﺎﻋﯽ‬ ۷

total population kal ja'yt ‫ُﮐﻞ ﺟﻤﻌﯿﺖ‬ ۸

guessing taxmin kardan/zadan ‫ زدن‬/ ‫ﺗﺨﻤﯿﻦ ﮐﺮدن‬ ۹

accent lahja ‫ﻟﮭﺠﮫ‬ ۱۰

religion mazhab ‫ﻣﺬھﺐ‬ ۱۱

the former sābaq ‫ﺳﺎﺑﻖ‬ ۱۲

title laqab ‫ﻟﻘﺐ‬ ۱۳

resident maqim ‫ﻣﻘﯿﻢ‬ ۱۴

scattered tit/prāganda ‫ ﭘﺮاﮔﻨﺪه‬/ ‫ﺗﯿﺖ‬ ۱۵

Learning Activity 3. Match the meanings of the words and phrases.

difference ‫ اﺧﺘﻼف‬/ ‫ﻓﺮق‬